An exploration of the role of feedback on optimizing teachers' game designs

Abstract

Engaging learning experts in serious game design is one way of bridging the game design - educational design gap. This engagement is expected to lead to game designs of high educational value. However, conceptualizing how to involve experts in game design is still in very early stages. To address this issue, we examined the educational value of 24 serious game designs made by pre-service teachers. The findings suggest that, even after substantial support, the majority of the designs were found to be insufficient. The paper is concluded with a discussion of the findings and recommendations for further work. © 2015, IEEE Computer Society. All rights reserved