Exercise of Designing Gaming Instructional Materials

Academic unit or major

Teacher education courses

Instructor(s)

Kentaro Nagahara

Class Format

Exercise (Face-to-face)

Media-enhanced courses

-

Day of week/Period
(Classrooms)

Intensive

Class

-

Course Code

LAT.A407

Number of credits

010

Course offered

2025

Offered quarter

2Q

Syllabus updated

Mar 19, 2025

Language

Japanese

Syllabus

Course overview and goals

The aim of this course is to learn about the teaching material development model necessary for the development of gaming teaching materials for educational practice research, as well as the methods of teaching material analysis, learner analysis, and feedback used within this model.

Course description and aims

Students are required to achieve following objectives:
1) Understand differences in purposes and effects between educational use of games and gaming instructional materials, and can explain ethical issues in this field.
2) Memorize the important keywords related to simulation & gaming and experiential learning, and can explain their meanings and differences among related keywords while referring examples and cases.
3) Can apply various design models, principles, and methods for developing gaming instructional materials to a case.

Keywords

Simulation and gaming, Gaming instructional materials, GBS theory

Competencies

• Specialist skills
• Intercultural skills
• Communication skills
• Critical thinking skills
• Practical and/or problem-solving skills

Class flow

As this course is set up as a practical training course, it basically consists of a series of lectures and practical training. The class will be conducted using slides and a whiteboard, so please bring writing materials and a notebook. It would also be good to have a PC if possible. In addition, please prepare tools for simple crafts as necessary.

Course schedule/Objectives

Study advice (preparation and review)

Textbook(s)

Materials will be provided as needed.

Reference books, course materials, etc.

・Fujimoto, T., and Morita, Y. (eds.) (2017) “Educational Technology Selection II, Vol. 3: Games and Education/Learning”, Minerva Shobo (in Japanese)
・Greenblat, C.S. (1988) Designing Games and Simulations: An Illustrated Handbook，SAGE Publications, Inc.: London
・Kikkawa, T., Sugiura, J., and Yamori, K. (2009)　Cross Road Next: Learning Risk Communication by Games 2．Nakanishiya Publication: Kyoto. (in Japanese)
・Schank,R.C., Berman,T.R., & Macpherson, K.A. (1999). Learning by Doing. In C. M.,Reigeluth, Instructional- Design Theories and Models: A New Paradigm of Instructional Theory (Volume II) (pp. 161-181), Mahwah, NJ: Lawrence Erlbaum
・Gredler, M.E. (2004) Games and Simulations and Their Relationships to Learning. in D.H. Jonassen (Ed.) Handbook of Research on Educational Communications and Technology (2nd. ed.), 571-582, LEA: London
・Matsuda, T. (2012) Design Principles and Ethical Issues of Gaming Instructional Materials: Unifying the Views of Educational Technology and Simulation and Gaming. Studies of Simulation and Gaming, 22-Special Issue, 16-24.

Evaluation methods and criteria

It is assumed that 70% of the grade will be based on class participation and 30% on the evaluation of the gaming materials created.

Related courses

• SHS.D445 ： Instructional-Design Theories and Models

Prerequisites

There are no particular requirements, but it would be good if you had some academic interest or interest in educational technology, or in school education at the secondary or higher education level.

Other

The schedule is irregular due to intensive lectures. Please check the class schedule in this syllabus carefully.