Abstract

Online education is not yet utilizing the interactive potential of computer technology. In the future, higher education faculty may collaborate with commercial game designers to develop simulation/game software. This study analyzes the potential for disjunctions between these two groups of designers.

Twenty-two designers of home entertainment computer games were surveyed and interviewed about the prospect of simulation/game software to be developed for use in online education. Specifically, their perspectives were probed with respect to three dimensions: a) designing for open exploration of a specific closure (winners and losers), b) relative commitment to objective or subjective representations of knowledge, and c) preference for pre-planning or a tolerance of the iterative nature of software development. The survey results indicated a preference of game designers to design for a specific closure (with a final determination of winners and losers) rather than an open exploration. A high commitment to representing objective knowledge was also indicated. Interview responses indicated a high tolerance for the iterative nature of software development. The analysis emphasized a disjunction/overlap of an academic culture that elevates critical thinking and a consumer entertainment culture that elevates curiosity. The use of computer simulation games may be most supportive of learning, in a culture than elevates the curiosity above critical thinking, and thus better serve the democratization of knowledge where 'everyone is invited to the knowledge party'. Such an implementation would be a divergence from the typical approach in higher education, where knowledge-participants are required to join a 'members-only' club. Future researchers may wish to profile the curiosity of learners and specifically design for this dimension.

"Design and Development of Simulation/Game Software: Implications for Higher Education" by Deborah Warren, Master's Thesis, 159 Pages, Word Document format.