PERC 2014 Abstract Detail Page
Previous Page | New Search | Browse All
| Abstract Title: | A Model of Video Game Learning Dynamics to Inform Instructional Design |
|---|---|
| Abstract: | To facilitate the use of video game dynamics and learning principles in physics teaching, I offer a theoretical model that integrates ideas from a broad range of literature. The essence of game play is voluntary engagement with a succession of challenges, powered by four dynamical loops: exploratory learning, identity growth, intrinsic motivation through mastery, and adaptive game response. Game play is a co-construction of the game mechanics and player, and much of a game's power to engage and teach arises from five different types of human-computer "meld" that the player can experience. The model describes coarse- and fine-grained elements of the game mechanics and their interrelationships, and can be applied at four different levels: the micro-level game as a succession of interesting challenges, the macro-level game as a designed experience, and two meta-level games focused on extending or modifying game aspects and on social interactions surrounding it. |
| Abstract Type: | Symposium Poster |
| Targeted Session: | Game-Based and Game-Informed Approaches to Physics Instruction |
Author/Organizer Information | |
| Primary Contact: |
Ian D. Beatty University of North Carolina at Greensboro |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
