Like any other instructional solution, a game should be carefully designed, developed, and implemented to facilitate learning. The goal of a serious game is not only to create an immersive and engaging experience for learners, but also for them to achieve a specific learning outcome. Game designers have a strong understanding of game goals, core dynamics, game mechanics and game elements. But this does not guarantee a serious game if designers do not possess solid instructional design skills. This course starts with an introduction of what serious games are, followed by a close look into the interplay between cellular and molecular storage mechanisms and the cognitive neuroscience of memory and learning. This is followed by a peek at why people play and the motivational theories that interpret this behavior. Students are then briefed on game design fundamentals, with a focus on iterative design approach, playtest and the need for assessment. This course takes an evidence-based approach towards information that comprises critical thinking about and critical reading of information to review what research says about the current games, particularly for healthcare applications. At the end of the course, students will be competent to execute a well-informed, evidence-based approach towards the instructional design and development of a serious game.
- To recognize that although a serious game is designed for the purpose of enhancing user engagement and immersive experience, it requires an instructional design approach with a specific learning objective.
- To describe the interplay between cellular and molecular storage mechanisms and the cognitive neuroscience of memory and learning, particularly how the brain supports these processes.
- To discuss how learning and motivational theories support the use of games for learning.
- To apply Serious Games Design Assessment Framework (SGDA) in assessing serious games.
- To use critical thinking to evaluate what current research says about serious games, in particular for healthcare applications.
- To design, develop, and evaluate a serious game with instructional design knowledge.
|Class participation||10%||Throughout the term|
|Weekly Homework||15%||Weeks 1-9|
|Continuous Assessment 1||12.5%||Week 3|
|Continuous Assessment 2||12.5%||Week 8|
|Playtest Presentation||5%||Week 8|
|Reflection Pieces (for guest lectures)||10%||Weeks 9-12|
|Critical Literature Review (for journal club)||5%||Weeks 9-12|
|Final Group Project (Abstract, Presentation, Report)||30%||Weeks 13 and 14|
*The first number represents the number of hours per week assigned for lectures, recitations and cohort classroom study. The second number represents the number of hours per week assigned for labs, design, or field work. The third number represents the number of hours per week assigned for independent study.
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