The Pedagogically Sound Design of E-games: Adaptation of Cognitive Load-based Design Model for E-games
E-games (i.e., games delivered by computers, game consoles, and other electronic devices) are on their way to reach the critical mass of impacting how future generations learn. Three interacting elements are driving this inevitable trend. Firstly, playing E-games has been recognized as a socially acceptable activity across generations. Soon it will become the necessity of communication corroborated by the fact that the hardware needed to deliver E-games too is more readily available than ever. Secondly, E-games are capable of engaging students with their multidimensional characteristics. Their potential to enhance learning experience in general, and to facilitate the development of complex skills, is eminent, reported by the Federation of American Scientists in 2006. The third element, or the pedagogical link, however, is still missing. Which is how educators can efficiently integrate E-games into learning processes with a systematic approach. In other words, educators seldom connect specific game characteristics to intended learning outcomes supported by empirical evidence. Therefore this presentation is proposing a rigorous design research methodology of adapting the Four Components/Instructional Design-Model (4C/ID-Model), grounded in Cognitive Load Theory, to design pedagogically sound E-games. The ultimate goal of this proposition, through interactions among all design elements, is to identify practical E-game design models and processes to enable educators and students to design, develop, and exchange E-games to achieve diverse purposes of learning.
Keywords: E-games, Instructional Design Models, cognitive Load, Learning Processes, Learning Experiences, Design Research
Dr. Wenhao David Huang
Assistant Professor, Department of Human Resource Education, University of Illinois at Urbana-Champaign