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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

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