This paper aims to identify successful game strategies that are used in digital video games and match those strategies to practices that may be incorporated in instructional…
Abstract
Purpose
This paper aims to identify successful game strategies that are used in digital video games and match those strategies to practices that may be incorporated in instructional design to gamify the learning experience.
Design/methodology/approach
The identification of successful strategies is based on literature explaining gamification and game strategies. Examples and suggestions of gamification are included from scholars, business leaders and actual practices.
Findings
The successful game strategies identified can be transferred into the learning environment without the inclusion of video games. Strategies identified support learner competence, relatedness and autonomy and encourage instructional designers or instructors to examine game play, realize how play can be used to provide more meaningful experiences to learners and rethink assessments.
Originality/value
The identified game elements are supported by motivation theory. These identifications offer instructional designers a list of game elements from which they may refer when designing in the future.
Details
Keywords
Instructional design students’ training may not include game-based learning (GBL). This paper aims to review the literature on GBL to determine the role of the instructional…
Abstract
Purpose
Instructional design students’ training may not include game-based learning (GBL). This paper aims to review the literature on GBL to determine the role of the instructional designer who is interested in GBL approaches to enhance learning especially for the novice learner.
Design/methodology/approach
The methodology for determining the instructional designers’ roles is based on the comparison of game-based and traditional instructional design and the identification of what is needed to aid instructors and designers in development and evaluation of GBL products.
Findings
The literature reveals that GBL shows learning potential. The existence of slim empirical research cannot posit GBL effectiveness in general, within specific disciplines, or with specific learner types. If GBL is to be effectively included in instructional design, the instructional designers, game designers and educational stakeholders need to collaborate to understand and combine optimal design features that meet both game and education objectives and to develop a common nomenclature so that research and its findings can be effectively communicated.
Originality/value
This review identifies specific digital game-based strategies that align with the learning goals sought in instructional design, differences between game and instructional design and steps needed for the instructional designer to bridge gaps in knowledge or practice between educators, researchers, game designers and instructional designers. These identifications may aid all GBL stakeholders in development of future GBL.
Details
Keywords
Sharon-Marie Gillooley, Sheilagh Mary Resnick, Tony Woodall and Seamus Allison
This study aims to examine the phenomenon of self-perceived age (SPA) identity for Generation X (GenX) women in the UK. Squeezed between the more ubiquitous “boomer” and…
Abstract
Purpose
This study aims to examine the phenomenon of self-perceived age (SPA) identity for Generation X (GenX) women in the UK. Squeezed between the more ubiquitous “boomer” and “millennial” cohorts, and now with both gender and age stigma-related challenges, this study looks to provide insights for understanding this group for marketing.
Design/methodology/approach
This study adopts an existential phenomenological approach using a hybrid structured/hermeneutic research design. Data is collected using solicited diary research (SDR) that elicits autoethnographic insights into the lived experiences of GenX women, these in the context of SPA.
Findings
For this group, the authors find age a gendered phenomenon represented via seven “age frames”, collectively an “organisation of experience”. Age identity appears not to have unified meaning but is contingent upon individuals and their experiences. These frames then provide further insights into how diarists react to the stigma of gendered ageism.
Research limitations/implications
SDR appeals to participants who like completing diaries and are motivated by the research topic. This limits both diversity of response and sample size, but coincidentally enhances elicitation potential – outweighing, the authors believe, these constraints. The sample comprises UK women only.
Practical implications
This study acknowledges GenX women as socially real, but from an SPA perspective they are heterogeneous, and consequently distributed across many segments. Here, age is a psychographic, not demographic, variable – a subjective rather than chronological condition requiring a nuanced response from marketers.
Originality/value
To the best of the authors’ knowledge, this is the first formal study into how SPA identity is manifested for GenX women. Methodologically, this study uses e-journals/diaries, an approach not yet fully exploited in marketing research.