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SimGerm 1.0
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Simulations are good at building student mental models of the material learned, but it must use sound instructional design strategies to maximize its effectiveness. Using both learning and design theories, they informed the design of SimGerm 1.0. Below are the dominant theories used. |
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Theory |
Application |
Intrinsic Motivation: Malone and Lepper |
Malone and Lepper provided the theoretical foundation of SimGerm 1.0. Games are fun and they offer a wonderful learning opportunity. |
Music - The power of music to reflect the mood of the game was carefully chosen.
Control/Fantasy - The player is in control of the immune system.
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Cognitive Apprenticeship: Brown and Duguid |
Scaffolding, or having an expert teach/help you learn new material is an effective learning strategy. |
The hints and agents are a scaffolding mechanism to help players learn more about the immune system.
Feedback - In order for a game to be an effective learning tool, it must provide immediate feedback to a player's action so that he or she can correct his or her mistake. (Rieber, 1996; Hogle, 1996; Lieberman, 1998)
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Experiential Learning: Dewey |
"Learning by doing" is one of the best forms of learning. Unfortunately, due to lack of resources, safety, and practicality students are unable to learn by doing in many cases (e.g. flying an airplane). Games are a practical next choice because they can simulate "real" life. |
One of the benefits of the game is to provide students a way to experiment with the immune system without the costs, materials, and ethical considerations. |
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Theory |
Application |
Media Equation: Nass and Reeves |
Nass and Reeves' key finding was to make the computer more social or human. |
The veteran helper T cell is the dominant agent throughout the game. The player receives analysis of the situation, hints, or feedback. The game characters also play an agent role by "instant messaging" the player.
"Instant messaging" was used because it would be more effective than voice (it takes more time to say a sentence or two than it is to read a sentence) and also because of my audience (teenagers).
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Discovery Learning: Dempsey, et. al. |
Games must be designed so that the interface is intuitive because in a study that Dempsey, et. al. completed, over 79% of the players they studied preferred "trial and error" as the way to learn how to play a game. |
Simple interface
Instructions provided in the game play.
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Guerilla HCI: Nielsen |
Observe three users and a designer will see major flaws in his/her design. This tactic was frequently used for the different iterations of SimGerm 1.0. |
User tested 3 high school students
User tested 3 content experts
User tested LDT students
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Designing for Usability: Gould and Lewis |
They recommend three basic principles of design: early focus on users and tasks; empirical measurement, and iterative design. |
Classroom observations
Multiple iterations
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