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Volume 8, Issue 1, 2019
Table of Contents
Click on title to view article .pdf
Monica W. Tracey
Abstract: The purpose of our manuscript is to probe what a localized context of use means for instructional design practice and of environments in which learning occurs. A localized context of use emphasizes specific moments of use where context is scaled back to what is needed in a situation or moment. We begin by looking at the evolution of context of de-sign. We review context in instructional design since Tessmer and Richey’s (1997) contextual approach to instruction. We then present our localized context of use through the actions of a learner and a designer, provide applications for practice, and implications for further research.
Keywords: context; localized context of use; empathic design; empathy; instructional design practice
Abstract: In a move toward evidenced-based curriculum development, this paper describes an action research project that investigated logical programming as a new competency for an undergraduate program in Graphic Design and Interactive Media (GDIM). The paper explains the context of the investigation and the technology involved, and outlines a study conducted to better understand students’ knowledge development, perceived value of this knowledge, and opinions of the learning activities involved. The paper concludes by illustrating how the study helped guide the integration of a logical programming class into the GDIM program, and discussing key takeaways for design educators from other disciplines.
Keywords: Logical programming, design education, evidence-based, action research, interactive
Abstract: The author’s own reflections on the value of gamification in education and her experience tackling the design of gamified learning stirred a desire to establish a more prescriptive method of constructing gamified learning environ-ments. Moreover, research supports the author’s contention that guidance is necessary for the effective design of gamified instruction (Dichev & Dicheva, 2017; Hamari, Koivisto, & Sarsa, 2014; Landers, 2014; Lee & Hammer, 2011). According to Dichev and Dicheva (2017), “the process of integrating game design principles within varying educational experi-ences appears challenging and there are currently no practical guidelines for how to do so in a coherent and efficient
manner.” (p. 25) The Gamification for Enhancing Learner Self-Efficacy (GELSE) instructional design theory offers a methodology to instructional designers in response to this need for more guidance in the design of gamification. The theory proposes explicit methods for the design of gamified instruction specifically tailored to impact learner self-efficacy. In so doing, the GELSE theory also attends to the criticality of self-efficacy in 21st century learners.
Keywords: gamification; gamified learning; self-efficacy; design; instructional design; instructional design theory, theory
Letter to the Editor: About the author: Tim Quiram is the deputy director for Coast Guard training. He lives and works in DC and is part of the Force Readiness Command, headquartered in Norfolk, Va. Tim is a certified performance technolo-gist (https://www.ispi.org) , frequent presenter at professional conferences, and was the architect and a co-author of the widely read study titled “Where the Performance Issues Are and Are Not: A Meta‐Analytic Examination” first published: 07 April 2016 https://doi.org/10.1002/piq.21213