Abstract: "This paper explores the possibilities of game-based learning within the context of a graphic
design education. A global network now exists that puts all professionals in competition with
one-another, and in order to stay competitive as educators, we must be able to produce
professionals that can solve problems creatively. However, traditional teaching methods may in
some contexts be unable to provide the kind of education students need, and initial research
suggests that game-based learning may be a viable solution.
This study establishes a framework of good game-based learning principles and a design for a
video game to be used in a teaching environment. Primarily target audiences are teenage
students, roughly ages 10 - 14, and college level undergraduate students, ages 18 - 25, of all
genders. This video game is intended to teach players situated meanings for key visual
communication concepts of grid and modularity, in a way that allows them to create high level
relationships between these and their creative work."
Abstract: "Intelligent Tutoring Systems (ITSs) have begun to develop
hybrid systems that balance the learning benefits of ITSs
with the motivational benefits of games. iSTART-ME
(Motivationally Enhanced) is a new game-based learning
environment developed on top of an existing ITS for
reading comprehension (iSTART). In an 11 session labbased
study, 40 high school students interacted with the full
iSTART-ME system and completed comprehension
measures at multiple time points (pretest, posttest, retention,
and transfer). The current work examined students'
comprehension outcomes and how they were related to
performance within three integrated practice methods:
Coached Practice (non-game), Showdown (game-based),
and Map Conquest (game-based). Results indicate that
performance within the game-based practice environments
was positively related to comprehension outcomes, whereas
performance within the non-game environment had no
relation to subsequent comprehension measures."