Some proponents of learning experience design (LXD) have set it apart as an alternative to instru... more Some proponents of learning experience design (LXD) have set it apart as an alternative to instructional design (ID). This article explores the similarities and differences between LXD and ID and whether the two are really in conflict. It begins by defining learning experience (LX). Then it contrasts LX with what instruction should be like. Next, it focuses on defining LXD and contrasting it with ID. It explores some issues that influence the view of LXD as an evolution of ID or as a new discipline or field. Finally, it offers some suggestions for advancing knowledge in this important area.
To scaffold students' wiki-based, ill-structured problem solving in an online environment, the au... more To scaffold students' wiki-based, ill-structured problem solving in an online environment, the author designed conceptual, metacognitive, procedural, and strategic scaffolds. Using mixed methods research, this study explored the effectiveness of the scaffolds and the use of wikis in the ill-structured problem solving process. Data were collected from multiple sources, including surveys, virtual observations, project-related documents and postings in Blackboard, e-mails, and group wiki pages. The findings of this study suggest that soft scaffolding is necessary, especially for conceptual guidance, to effectively support students' ill-structured problem solving. The hard, metacognitive scaffolds provided in the course not only supported student groups' planning, monitoring, and evaluation in their illstructured problem solving processes, but also helped the instructor provide tailored conceptual, metacognitive, and strategic scaffolding. The participants in this study reported that they depended on synchronous communication tools, rather than wikis, to discuss the project issues and make group decisions. The results of this study indicate that although wikis are effective for collaborative writing and editing, they are not very effective as a communication tool in the illstructured problem solving process. The implications for future scaffolding design and implementation are discussed.
Researchers have investigated how gameplay and other related activities influence teachers' attit... more Researchers have investigated how gameplay and other related activities influence teachers' attitudes toward and perceptions of games or game-based learning. Taking one step further, this study was conducted to investigate how game design experience influences teachers' attitudes toward and perceptions of the use of digital games in the classroom and teacher involvement in educational game design. Fifty teachers participated in the study. Both quantitative and qualitative data were collected from pre-and post-surveys. The results revealed that the game design experience had a positive influence on the participants' attitudes, self-efficacy, and perceptions regarding the use of digital games in the classroom. They realized that digital games could help students develop higher-order thinking skills and 21st century skills beyond making learning fun and engaging. After the game design experience, all participants believed that teachers should be involved in the process of educational game design.
Educational Technology Research and Development, Feb 4, 2016
Only a limited number of research studies have investigated how students design educational compu... more Only a limited number of research studies have investigated how students design educational computer games and its impact on student learning. In addition, most studies on educational game design by students were conducted in the areas of mathematics and science. Using the qualitative case study approach, this study explored how seventh graders created their own computer games on the topic of the containment of communism and what they learned from the game design and playtesting processes. This study also examined the impact of the game design experience on the students’ interest and motivation. Twelve students, eight boys and four girls, participated in the study. Qualitative data were collected from multiple data sources, including classroom observations, participants’ games, playtest feedback forms, reflection sheets, and interviews. The results showed that most students were highly engaged in the game design task. They used their sprites creatively to create objects or environments related to the historical events. The game design project enabled the students to experience what it is like to be a game designer. The students learned the value of diverse perspectives from the playtesting and feedback process. They also learned to consider the player’s perspective when designing a game. The game design experience motivated several students to learn more about game design or programming.
International journal of game-based learning, Oct 1, 2017
Inordertobetterunderstandteachers'perspectivesonthedesignanddevelopmentofdigitalgamebased learnin... more Inordertobetterunderstandteachers'perspectivesonthedesignanddevelopmentofdigitalgamebased learning environments, this study examined the characteristics of digital learning games designedbyteachers.Inaddition,thisstudyexploredhowgamedesignandpeercritiqueactivities influencedtheirperceptionsofdigitalgame-basedlearningenvironmentsandlearningthroughgame design.Qualitativedatawerecollectedfromfiftygamedesigndocumentsandparticipantresponses to reflection questions. The analysis of game design documents showed that the majority of the participantsdesignedimmersivegame-basedlearningenvironmentswhereplayersarerequiredto usehigherorderthinkingandreal-worldskillsaswellasacademiccontenttocompletemissions orsolveproblems.Theresultsofthisstudyprovideimportantimplicationsforteacherprofessional developmentaswellasforeducationalgamedevelopment.
This study examined 3 graduate-level online courses that utilized problem-based learning (PBL), c... more This study examined 3 graduate-level online courses that utilized problem-based learning (PBL), considering each course as a case. Beyond describing how PBL was implemented in each case, this study identified what worked (strengths) and did not work (weaknesses) in the PBL and explored how the PBL could be improved (improvements) by collecting both descriptive and evaluative data. Data were collected from interviews, observations, and document review. Based on cross-case analyses, this study proposed a series of guidelines for designing and implementing PBL in online environments. They provide practical tips for diverse stages of the design and implementation of online PBL.
Contemporary Issues in Technology and Teacher Education, 2016
Science teachers’ experiences, attitudes, perceptions, concerns, and support needs related to the... more Science teachers’ experiences, attitudes, perceptions, concerns, and support needs related to the use of educational computer games were investigated in this study. Data were collected from an online survey, which was completed by 111 science teachers. The results showed that 73% of participants had used computer games in teaching. Participants who had used computer games in teaching had more positive attitudes toward the use of educational computer games in the classroom than those who had not used games. Middle school teachers were more confident and reported a higher level of perceived benefits than did high school teachers. Potential distractions appeared to be the major concern the participants had about using computer games in the classroom. The major barriers to integrating educational computer games into the classroom included lack of computers, lack of time, time needed for preparation for school and national high-stakes testing, and lack of knowledge about science games. P...
Designing problem-based learning (PBL), especially blended PBL, is very different from designing ... more Designing problem-based learning (PBL), especially blended PBL, is very different from designing traditional teacher-centered instruction and requires a new set of knowledge, skills, and attitudes. To be successful, teachers must step out of their comfort zone, adopt new roles and responsibilities, and develop new knowledge and skills required in PBL environments as well as technology integration skills. The purpose of this study was threefold: (a) to examine the difficulties and challenges that PBL novices faced as they designed their first blended PBL in an online environment, (b) to explore effective strategies for supporting PBL novices in the design process, and (c) to examine the impact of PBL design experience on PBL novices’ perceptions of PBL. The researcher collected qualitative data from multiple sources, including an online survey, initial design documents, feedback meeting notes, revised design documents, and reflection papers. The findings of this study provide practical insights into how to support PBL novices in designing blended PBL. The implications for teacher professional development, especially online professional development, and suggestions for future research are discussed.
High-immersion virtual reality (VR) technology is often associated with gaming. Yet, it is increa... more High-immersion virtual reality (VR) technology is often associated with gaming. Yet, it is increasingly popular in educational contexts due to its potential to engage and motivate learners. Prior to VR technology integration in the classroom, the acceptance or resistance toward VR needs to be explored. This paper reports the results obtained from a large-scale (N = 20,876) survey on teachers' attitudes toward the use of VR for education. The survey explored the relationships between the teachers' VR integration level and their instructional approaches, as well as the frequency of VR use. Furthermore, the survey yielded answers on the relationship between the availability of information technology (IT) personnel and the frequency of VR use. Overall, teachers had moderately positive perceptions of the use of VR in education. There was no strong correlation between instructional approaches and the level of VR integration, but lower levels of VR integration were associated with more traditional teaching approaches. The results revealed a positive correlation between the level of VR integration and the frequency of VR use. However, the VR frequency use had a weak correlation with the availability of IT personnel.
Some proponents of learning experience design (LXD) have set it apart as an alternative to instru... more Some proponents of learning experience design (LXD) have set it apart as an alternative to instructional design (ID). This article explores the similarities and differences between LXD and ID and whether the two are really in conflict. It begins by defining learning experience (LX). Then it contrasts LX with what instruction should be like. Next, it focuses on defining LXD and contrasting it with ID. It explores some issues that influence the view of LXD as an evolution of ID or as a new discipline or field. Finally, it offers some suggestions for advancing knowledge in this important area.
To scaffold students' wiki-based, ill-structured problem solving in an online environment, the au... more To scaffold students' wiki-based, ill-structured problem solving in an online environment, the author designed conceptual, metacognitive, procedural, and strategic scaffolds. Using mixed methods research, this study explored the effectiveness of the scaffolds and the use of wikis in the ill-structured problem solving process. Data were collected from multiple sources, including surveys, virtual observations, project-related documents and postings in Blackboard, e-mails, and group wiki pages. The findings of this study suggest that soft scaffolding is necessary, especially for conceptual guidance, to effectively support students' ill-structured problem solving. The hard, metacognitive scaffolds provided in the course not only supported student groups' planning, monitoring, and evaluation in their illstructured problem solving processes, but also helped the instructor provide tailored conceptual, metacognitive, and strategic scaffolding. The participants in this study reported that they depended on synchronous communication tools, rather than wikis, to discuss the project issues and make group decisions. The results of this study indicate that although wikis are effective for collaborative writing and editing, they are not very effective as a communication tool in the illstructured problem solving process. The implications for future scaffolding design and implementation are discussed.
Researchers have investigated how gameplay and other related activities influence teachers' attit... more Researchers have investigated how gameplay and other related activities influence teachers' attitudes toward and perceptions of games or game-based learning. Taking one step further, this study was conducted to investigate how game design experience influences teachers' attitudes toward and perceptions of the use of digital games in the classroom and teacher involvement in educational game design. Fifty teachers participated in the study. Both quantitative and qualitative data were collected from pre-and post-surveys. The results revealed that the game design experience had a positive influence on the participants' attitudes, self-efficacy, and perceptions regarding the use of digital games in the classroom. They realized that digital games could help students develop higher-order thinking skills and 21st century skills beyond making learning fun and engaging. After the game design experience, all participants believed that teachers should be involved in the process of educational game design.
Educational Technology Research and Development, Feb 4, 2016
Only a limited number of research studies have investigated how students design educational compu... more Only a limited number of research studies have investigated how students design educational computer games and its impact on student learning. In addition, most studies on educational game design by students were conducted in the areas of mathematics and science. Using the qualitative case study approach, this study explored how seventh graders created their own computer games on the topic of the containment of communism and what they learned from the game design and playtesting processes. This study also examined the impact of the game design experience on the students’ interest and motivation. Twelve students, eight boys and four girls, participated in the study. Qualitative data were collected from multiple data sources, including classroom observations, participants’ games, playtest feedback forms, reflection sheets, and interviews. The results showed that most students were highly engaged in the game design task. They used their sprites creatively to create objects or environments related to the historical events. The game design project enabled the students to experience what it is like to be a game designer. The students learned the value of diverse perspectives from the playtesting and feedback process. They also learned to consider the player’s perspective when designing a game. The game design experience motivated several students to learn more about game design or programming.
International journal of game-based learning, Oct 1, 2017
Inordertobetterunderstandteachers'perspectivesonthedesignanddevelopmentofdigitalgamebased learnin... more Inordertobetterunderstandteachers'perspectivesonthedesignanddevelopmentofdigitalgamebased learning environments, this study examined the characteristics of digital learning games designedbyteachers.Inaddition,thisstudyexploredhowgamedesignandpeercritiqueactivities influencedtheirperceptionsofdigitalgame-basedlearningenvironmentsandlearningthroughgame design.Qualitativedatawerecollectedfromfiftygamedesigndocumentsandparticipantresponses to reflection questions. The analysis of game design documents showed that the majority of the participantsdesignedimmersivegame-basedlearningenvironmentswhereplayersarerequiredto usehigherorderthinkingandreal-worldskillsaswellasacademiccontenttocompletemissions orsolveproblems.Theresultsofthisstudyprovideimportantimplicationsforteacherprofessional developmentaswellasforeducationalgamedevelopment.
This study examined 3 graduate-level online courses that utilized problem-based learning (PBL), c... more This study examined 3 graduate-level online courses that utilized problem-based learning (PBL), considering each course as a case. Beyond describing how PBL was implemented in each case, this study identified what worked (strengths) and did not work (weaknesses) in the PBL and explored how the PBL could be improved (improvements) by collecting both descriptive and evaluative data. Data were collected from interviews, observations, and document review. Based on cross-case analyses, this study proposed a series of guidelines for designing and implementing PBL in online environments. They provide practical tips for diverse stages of the design and implementation of online PBL.
Contemporary Issues in Technology and Teacher Education, 2016
Science teachers’ experiences, attitudes, perceptions, concerns, and support needs related to the... more Science teachers’ experiences, attitudes, perceptions, concerns, and support needs related to the use of educational computer games were investigated in this study. Data were collected from an online survey, which was completed by 111 science teachers. The results showed that 73% of participants had used computer games in teaching. Participants who had used computer games in teaching had more positive attitudes toward the use of educational computer games in the classroom than those who had not used games. Middle school teachers were more confident and reported a higher level of perceived benefits than did high school teachers. Potential distractions appeared to be the major concern the participants had about using computer games in the classroom. The major barriers to integrating educational computer games into the classroom included lack of computers, lack of time, time needed for preparation for school and national high-stakes testing, and lack of knowledge about science games. P...
Designing problem-based learning (PBL), especially blended PBL, is very different from designing ... more Designing problem-based learning (PBL), especially blended PBL, is very different from designing traditional teacher-centered instruction and requires a new set of knowledge, skills, and attitudes. To be successful, teachers must step out of their comfort zone, adopt new roles and responsibilities, and develop new knowledge and skills required in PBL environments as well as technology integration skills. The purpose of this study was threefold: (a) to examine the difficulties and challenges that PBL novices faced as they designed their first blended PBL in an online environment, (b) to explore effective strategies for supporting PBL novices in the design process, and (c) to examine the impact of PBL design experience on PBL novices’ perceptions of PBL. The researcher collected qualitative data from multiple sources, including an online survey, initial design documents, feedback meeting notes, revised design documents, and reflection papers. The findings of this study provide practical insights into how to support PBL novices in designing blended PBL. The implications for teacher professional development, especially online professional development, and suggestions for future research are discussed.
High-immersion virtual reality (VR) technology is often associated with gaming. Yet, it is increa... more High-immersion virtual reality (VR) technology is often associated with gaming. Yet, it is increasingly popular in educational contexts due to its potential to engage and motivate learners. Prior to VR technology integration in the classroom, the acceptance or resistance toward VR needs to be explored. This paper reports the results obtained from a large-scale (N = 20,876) survey on teachers' attitudes toward the use of VR for education. The survey explored the relationships between the teachers' VR integration level and their instructional approaches, as well as the frequency of VR use. Furthermore, the survey yielded answers on the relationship between the availability of information technology (IT) personnel and the frequency of VR use. Overall, teachers had moderately positive perceptions of the use of VR in education. There was no strong correlation between instructional approaches and the level of VR integration, but lower levels of VR integration were associated with more traditional teaching approaches. The results revealed a positive correlation between the level of VR integration and the frequency of VR use. However, the VR frequency use had a weak correlation with the availability of IT personnel.
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