Integrating learning content into
games, based on instructional theory:
an expert focus group
Keywords: game design; education; computer programming.
Research group: Institute for Media Studies (IMS)
Centre for User Experience Research (CUO)
Supervisor: Prof. Dr. Bieke Zaman
Assessor: Lieve Laporte
More information: [email protected]
Introduction
The potential of games to help teach “serious subjects” has been widely
acknowledged. Educational game designers and researchers make use of
learning theories and instructional models to insert pedagogical content and
principles into games. However, questions still remain on the relevance and
usefulness of different aspects of a game to embody this learning content and
principles.
The project
This project is aimed at linking an instructional model -the 4C/ID model,
developed by van Merriënboer (e.g. 1992, 2007)- with a taxonomy of game
attributes developed by Bedwell, Pavlas, Heyne, Lazarra & Salas (2012). The
purpose is thus to define meaningful and useful relationships between the
components of the instructional model and the attributes of an educational
game. We want to do this by bringing together game designers and educational
researchers/experts. We want to make use of their collaborate expertise to
analyze both the instructional model and the taxonomy of game attributes and
the potential relationships between both, with the ultimate goal of developing
guidelines for the design of educational games. We will probably use computer
programming games as a case to start from.
The task
Design and conduct an expert focus group: The student will have to design the
set-up of a workshop or focus group aimed at analyzing an instructional model
and a taxonomy of game attributes and defining relevant relationships between
these two. The student will also conduct the focus group, and collect and analyze
results.
Develop design guidelines: Additionally, the student will have the opportunity
to develop a set of educational game design guidelines based on the results of the
focus group.
Required skills
The student is interested in educational and game research and is motivated to
conduct research in the field of educational and game research. Basic knowledge
on designing and conducting qualitative research studies is required. Basic
knowledge of game design and of computer programming is an advantage.
Questions?
For more information about this project, please contact Lieve Laporte
([email protected]).
Interesting literature



Bedwell, W.L., Pavlas, D., Heyne, K., Lazzara, E.H., & Salas, E. (2012).
Toward a taxonomy linking game attributes to learning: an empirical
study. Simulation & Gaming, 43(6), 729-760.
Van Merriënboer, J.J.G., Jelsma, O., & Paas, F.G.W.C. (1992). Training for
reflective expertise: A four-component instructional design model for
training complex cognitive skills. Educational Technology Research and
Development, 40(2), 23-43.
Van Merriënboer, J.J.G. & Kirschner, P.A. (2007). Ten steps to complex
learning: A systematic approach to four-component instructional design.
London, UK: Taylor & Francis.