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Instructional design in serious game for learning based on inquiry and situated learning theory
Agustin R.D.a,b, Purwarianti A.a, Surendro K.a, Suwardi I.S.a
a School of Electrics and Informatics Engineering, STEI ITB, Indonesia
b University of Pasundan, West Java, Indonesia
[vc_row][vc_column][vc_row_inner][vc_column_inner][vc_separator css=”.vc_custom_1624529070653{padding-top: 30px !important;padding-bottom: 30px !important;}”][/vc_column_inner][/vc_row_inner][vc_row_inner layout=”boxed”][vc_column_inner width=”3/4″ css=”.vc_custom_1624695412187{border-right-width: 1px !important;border-right-color: #dddddd !important;border-right-style: solid !important;border-radius: 1px !important;}”][vc_empty_space][megatron_heading title=”Abstract” size=”size-sm” text_align=”text-left”][vc_column_text]© 2015 American Scientific Publishers All rights reserved.Digital game for learning or Serious Game for Learning (SGfL) need to be developed and refined at many level of abstraction, in particular to address concerns from education experts about aspects of learning are applied in the gaming interaction. This paper will explain about learning model that comply to be implemented in (SGfL) to make its design can be accounted for pedagogics and for high flexibility in subject/domain that be learned. Instructional design that suitable with cause-effect flow model (from Mihalyi) are inquiry based learning with flexible guidance and situated learning within meaningful learning context. Question or problem based in inquiry model was suitable with task based in flow model. Situated learning that need autothelic learning context is have same concept with immersion, especially about modeling reality. Transformation the instructional model into game design was inspired by The SIM Career. The proposed SGfL’s genre is role playing and simulation of life game as profesional. TASK was transformed into working. For life, player must work. For get job position, player must have a competency certificate through Training. In working, player must complete a task. By completing the task, player learning by doing. The elements in the gameworld design adapted to the field of work, so that the player feels like working on a real-world environment. From this point can be concluded that gameworld could not be domain independent, because environment of working is dependent on the domain learned (learning context). The task completion interaction was managed like quiz or test in Moodle. It was not soo good from immersion aspect but high flexibility, so can be domain independent.[/vc_column_text][vc_empty_space][vc_separator css=”.vc_custom_1624528584150{padding-top: 25px !important;padding-bottom: 25px !important;}”][vc_empty_space][megatron_heading title=”Author keywords” size=”size-sm” text_align=”text-left”][vc_column_text][/vc_column_text][vc_empty_space][vc_separator css=”.vc_custom_1624528584150{padding-top: 25px !important;padding-bottom: 25px !important;}”][vc_empty_space][megatron_heading title=”Indexed keywords” size=”size-sm” text_align=”text-left”][vc_column_text]Inquiry learning,Learning model,Serious game,Situated learning[/vc_column_text][vc_empty_space][vc_separator css=”.vc_custom_1624528584150{padding-top: 25px !important;padding-bottom: 25px !important;}”][vc_empty_space][megatron_heading title=”Funding details” size=”size-sm” text_align=”text-left”][vc_column_text][/vc_column_text][vc_empty_space][vc_separator css=”.vc_custom_1624528584150{padding-top: 25px !important;padding-bottom: 25px !important;}”][vc_empty_space][megatron_heading title=”DOI” size=”size-sm” text_align=”text-left”][vc_column_text]https://doi.org/10.1166/asl.2015.6568[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/4″][vc_column_text]Widget Plumx[/vc_column_text][/vc_column_inner][/vc_row_inner][/vc_column][/vc_row][vc_row][vc_column][vc_separator css=”.vc_custom_1624528584150{padding-top: 25px !important;padding-bottom: 25px !important;}”][/vc_column][/vc_row]