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Exploring the Difference between Game-Based Learning Instructional Design and Traditional Instructional Design from Teachers’ Perspective
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, Boise State University, United States ; , Korea National Univ. of Education, Korea (South) ; , Boise State University, United States

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Abstract: The research focus on instructional design of using digital games and game characteristics in classroom by investigating how Game-Based Learning instructional design (GBLID) might differ from traditional instructional design (TID) based on ADDIE model from teachers’ perspectives. Considering of pervious research in GBL, this research re-organized GBLID principles and insert into ADDIE instructional design model, designed a survey study to explore and gather information from both teachers who had experienced in GBL and who hadn’t, with the expectation to give a light to form a framework of GBLID for teachers.

Citation

Huang, J., Cheong, D. & Baek, Y. (2012). Exploring the Difference between Game-Based Learning Instructional Design and Traditional Instructional Design from Teachers’ Perspective. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 2717-2728). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 26, 2019 from .

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