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Master's
Thesis:
Abstract Online education is not yet utilizing the interactive potential of computer technology. In the future, higher education faculty may collaborate with commercial game designers to develop simulation/game software. This study analyzes the potential for disjunctions between these two groups of designers. Twenty-two
designers of home entertainment computer games were surveyed and
interviewed about the prospect of simulation/game software to be
developed for use in online education. Specifically, their perspectives
were probed with respect to three dimensions: a) designing for open
exploration of a specific closure (winners and losers), b) relative
commitment to objective or subjective representations of knowledge,
and c) preference for pre-planning or a tolerance of the iterative
nature of software development. The survey results indicated a preference
of game designers to design for a specific closure (with a final
determination of winners and losers) rather than an open exploration.
A high commitment to representing objective knowledge was also indicated.
Interview responses indicated a high tolerance for the iterative
nature of software development. The analysis emphasized a disjunction/overlap
of an academic culture that elevates critical thinking and a consumer
entertainment culture that elevates curiosity. The use of computer
simulation games may be most supportive of learning, in a culture
than elevates the curiosity above critical thinking, and thus better
serve the democratization of knowledge where 'everyone is invited
to the knowledge party'. Such an implementation would be a divergence
from the typical approach in higher education, where knowledge-participants
are required to join a 'members-only' club. Future researchers may
wish to profile the curiosity of learners and specifically design
for this dimension.
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Education
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