Chapter
4 Key LGD Team Differences
4.7 Implication of Differences
5 Design Models and LGD Team Communication
5.1 Instructional Design Model
6 Recommended Team Communications
Chapter 3 Instructional and Gaming Elements: What Are They and Where Do They Intersect?
1 The “Whys” and “Hows” of Serious Games
1.1 What We Know about Serious Game Design
2 Serious Game Elements and Underlying Mechanisms
2.1 Core Gameplay Elements
2.1.1 Schema and Schematic Processing
2.1.2 Cognitive Load Theory
2.1.3 Applying Schema and Cognitive Load Theory to Design
2.2 Sensory and Perceptual Elements
2.2.3.1 Multimedia Learning Theory
2.2.3.2 Mental Workload, Synthetic Speech, and Disfluency
2.2.3.3 Signal Detection Theory
2.3 Cognitively Focused Elements
2.3.1.3 Desirable Difficulties
2.3.2 Context and Narrative
2.3.2.1 Context via Constructivism and Situated Cognition
2.3.2.2 Context via Worked Examples
2.3.2.3 Consolidating Opposing Theories to Improve Game Design
2.3.3.1 Using Feedback for Metacognition
Chapter 4 Story for Learning and Gaming
2.2 Entertainment Games and Story
2.2.1 Designer-Driven Stories
2.2.2 Player-Driven Stories
3 Balancing Learning and Story in Games
3.1 Inclusion of Story in the Game
3.2.1 Encapsulating Methods
3.2.3 The Story of Virtual Dental Implant Trainer (VDIT)
3.2.4 The Story of A Force More Powerful
3.2.5 The Story of The Cat and the Coup
4 Benefits of Story for Your Learner
4.1 Establishing Relevance
4.3 Understanding Your Audience
5 Creating the Story for Your Learning Game
5.1 Step One: Begin with the Learning Objectives
5.2 Step Two: Brainstorm the Story Elements
5.3 Step Three: Create the Overall Story
5.4 Step Four: Stay in Story
5.5 Step Five: Testing and Remodeling
6.1 Challenge 1: Underestimating the Amount of Time It Takes to Develop Compelling Narrative
6.2 Challenge 2: Dialog that Does not Offer Sufficient Choices for the Player
6.3 Challenge 3: Waiting too Late to Integrate Dialog or Story into the Game
6.4 Challenge 4: Relying too Heavily on Story
Chapter 5 Authenticity in Learning Games
2.1 Physical and Functional Fidelity
2.3 Combining Physical and Cognitive Fidelity
3 Developing Appropriate Authenticity in Learning Games
3.1 Requirements and Analysis Phases
3.1.1 Cognitive Task Analysis
3.2 Instructional and Game Design Phase
3.2.3.4 Menus, Dashboards, and Guides
3.3 Development and Testing Phases
Chapter 6 Design Better Games: Flow, Motivation, and Fun
2.5 Minimize Distractions
2.6 Balance Challenge with Player Skill
2.6.1 Increasingly Difficult
2.6.2 Dynamic Difficulty Adjustment (DDA)
3.1 Intrinsic and Extrinsic Motivation
3.2 Engagement and Motivation
3.3 Principle of Scarcity
3.3.1 Acquiring New Abilities
Chapter 7 Bridging the Gap from Design to Implementation
2 Achieving a Common Dialog
3 Design Patterns for Learning Games
3.1 What Is a Design Pattern?
3.2 Practical Approach to Design Patterns for Learning Games
3.2.1 Instructional Situations
3.2.2 Instructional Mechanics
5 Control Design Patterns
7 Guidance Design Patterns
8 Feedback Design Patterns
8.4 Facilitate Reflection
9 Practical Issues When Using Design Patterns
9.3 Tuning an Instructional Mechanic
Chapter 8 Integrating Games into Learning Environments
2 The Need for a “Systems” View
2.2.2.2 Business and Industry
2.2.2.3 Educational System
2.3.1 Delivery Technologies
2.3.1.1 Web-Based Technologies
2.3.1.2 Cloud-Computed Content
2.3.2 Learning Management Systems
2.4.1 Uses of Games for Learning
2.4.2 Game-Informed Learning
3 Game Integration: Filling the Need
4.1.2 Teaching the Teacher
4.1.3 Ongoing Technical Support
Chapter 9 Multidisciplinary Learning Game Development Method
2 Overview of ACEDT Method
2.1.1 Analysis Phase Overview
2.1.2 Core Design Phase Overview
2.1.3 Experience Design Phase Overview
2.1.4 Development Phase Overview
2.1.5 Testing Phase Overview
2.2.3 Customer/SME Iteration
3.2 Requirements Analysis
4 Core Design Phase Tasks
4.3 Gaming and Instructional Strategy
4.4.1 Embedded Assessment
4.4.2 Performance Tracking
5 Experience Design Phase Tasks
6 Development Phase Tasks
6.3 Front End Development
6.5 Environment Integration
Chapter 10 Game Review Criteria
2 Summary of Games Reviewed
VESSEL Damage Control Trainer (DCT)
Computer-Based Corpsman Training System (CBCTS)
Virtual Dental Implant Trainer (VDIT)
Procurement Fraud Indicators (PFI)
3.1 Review Chapters Preview
3.1.3 Feedback Strategies
3.1.4 Target Audience Impact
4.1 Development Methods Chapters Preview
4.1.1 Development Methodology
4.1.4 Learning System Considerations
4.1.8 One Game, Multiple Uses
Chapter 11 Game Review: VESSEL Damage Control Trainer
3.3.1 Mission Objectives Interface
3.3.2 Communication Interface
4.3 Learning Design Considerations
4.3.1 Navigation Learning Design
4.3.2 Communication Learning Design
4.3.3 Situational Awareness
4.3.4 Damage Control Learning Design
Chapter 12 Development Methods: VESSEL Damage Control Trainer
4.4 Instructional Elements
Chapter 13 Game Review: Quest Atlantis
2.3 Student Behavior Contract
3.2 Organizing Structures
3.4.3 Communication Interface
4.3 Educational Standards
4.4 Principle-Guided Design of Learning Objectives
Chapter 14 Development Methods: Quest Atlantis
3 Deploying Quest Atlantis
3.1 Playing Quest Atlantis
3.2 Integrating Quest Atlantis in the Classroom
3.3 Deployment Process Followed
3.4 Deployment Lessons Learned
Chapter 15 Game Review: Computer-Based Corpsman Training System
2.7 Relevant Technical Details
3.2 Key Characteristic of the Learning and Gaming Experience
3.3 Instructional Approach
3.5 Interaction/Interface
3.7 Assessment and Feedback
4.1 Achieving the Intended Instructional Purposes
4.2 Balancing Instruction and Gameplay
4.3 Achieving the Correct Level of Authenticity
4.4 Maintaining Learner Motivation
4.5 Fit within the Current Training Environment
Chapter 16 Development Methods: Computer-Based Corpsman Training System
3.1 It’s All About the Interface
3.3 Listen to the Instructors
3.4 Do Only One Thing Well – Train!
3.5 Release Early, Release Often
Chapter 17 Game Review: Virtual Dental Implant Trainer
3.3 Assessment and Feedback
3.4 Narrative and Characters
4.3 Instructional Capability
4.3.1 Practice versus Instruction
Chapter 18 Development Methods: Virtual Dental Implant Trainer
2.1 Underlying Instructional Goal
3 Development Team Composition
5 Creating the VDIT Serious Game
5.1 Design and Developmental Phases
5.1.1 Preproduction: The First Steps
5.1.1.1 Establishing Team Roles and Responsibilities
5.1.1.2 Core Design Concepts
5.1.1.3 Incorporation of “Game” Elements
5.1.1.5 Evolution of Fidelity
5.1.2 Production: Agile Iteration
5.1.2.1 Scrums Help the Project Stay on Track
5.1.2.2 Miscommunication and Misunderstanding
5.1.2.3 Problems for an Iterative Approach
5.1.3.1 VDIT Test Overview
5.1.3.2 Overview of Results
Chapter 19 Game Review: DARWARS Ambush!
2.7 Relevant Technical Details
3.2 Key Characteristics of the Learning and Gaming Experience
3.3 Instructional Approach
3.7 Assessment and Feedback
4.1 Achieving the Intended Instructional Purposes
4.2 Balancing Instruction and Gameplay
4.3 Achieving the Correct Level of Authenticity
4.4 Maintaining Learner Motivation
4.5 Fit within the Training Environment
Chapter 20 Development Methods: DARWARS Ambush!
3.2 Instructional Elements
Chapter 21 Game Review: Procurement Fraud Indicators
2.1 Game Genre and Environment
2.2 Synopsis of the Gameplay
2.3 Explicit Learning Purpose
3.2 Key Game Characteristics
3.3 Key Instructional Method
3.5 Interaction/Interface
3.7 Assessment and Feedback
Chapter 22 Development Methods: Procurement Fraud Indicators
Chapter 23 Game Review: Practice Marketing
2.1 Learning Objectives and Game Structure
2.2 Assessment and Feedback Elements
2.3 Game Interaction Elements
2.3.1 Elements of Control
2.3.2 Elements of Learner Interaction
2.3.3 Elements of Immersion
3.1 Game Design and Instructional Methods
3.2 Game Design and Feedback Mechanisms
3.3 Game Design and Motivation
Chapter 24 Development Methods: Practice Marketing
3 The Design and Development Process
3.2 Establish Communication Structures
3.3 Conduct an SME Questionnaire
3.4 Compile Existing Competitive Sims Matrix
3.5 Identify Learning Objectives
3.6 Develop a Practice Game Design Template
3.7 Design and Development – Solving Unique Design Problems
3.9 Testing and Refinement / Product Enhancements
3.9.2 Models of Use Enhancements
3.9.3 Instructor Supports
4 The Go-To-Market Strategy
Design and Development of Training Games
：Practical Guidelines from a Multidisciplinary Perspective
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