How can game design theories and gaming environments be implemented in instructional design to support learning at the secondary level?
Traditional models of secondary level education run the risk of reinforcing maladaptive learning processes that persist long after successful graduation. With considerations to the opportunities presented in B.C.’s New Curriculum, this Process Paper addresses issues present in traditional face-to-face formats by incorporating alternative methods for content delivery and assessment considerations.One method for alternative delivery that has the potential to circumvent some of these maladaptive trends is to deliver content through Gamification, Game-Based Learning (GBL), and organize curriculum through patterns of feedback that are often present in video game design. These systems can be supported under the guidance of B.C.’s New Curriculum and blended-learning approaches. This paper details a potential framework for incorporating game design and is organized around a Critical Challenge Question- “How can Game Design Theories and Gaming Environments be implemented in Instructional Design to support learning at the Secondary level?” Based on a review of foundational and current research trends in both education and in-game design, the Major Project, as another Key Deliverable, seeks to deliver a research and evidence-based example English/Language Arts course constructed using the gaming and GBL principles explored within the paper itself.
Identifier (Other)DOI: 10.25316/IR-15334
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