Abstract
As noted in part I of this article (published in TechTrends 54(3)), advances in technology continue to outpace research on the design and effectiveness of instructional (digital video) games. In general, instructional designers know little about game development, commercial video game developers know little about training, education and instructional design, and relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. In Part I, a panel of recognized and emerging experts in the design of instructional (digital video) games set the context for this three part series and one of four panelists discussed what he believes instructional designers should know about instructional game design (Hirumi, Appleman, Rieber, Van Eck, 2010). In Part II, two faculty members who teach courses on instructional game design presents their perspectives on preparing instructional designers for game-based learning. Part III will present a fourth perspective along with conclusion that compares the four views.
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“I make the case that a focus on Designing Instructional Environments will give much needed energy and revitalization to Instructional Design.”
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Atsusi Hirumi, Bob Appelman, Lloyd Rieber, Richard Van Eck. Preparing Instructional Designers for Game-Based Learning: Part 2. TECHTRENDS TECH TRENDS 54, 19–27 (2010). https://doi.org/10.1007/s11528-010-0416-1
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DOI: https://doi.org/10.1007/s11528-010-0416-1