Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Simulation & Gaming
This Article
Right arrow Full Text (PDF)
Right arrow All Versions of this Article:
1046878108319275v1
39/3/379    most recent
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Lynch, M. A.
Right arrow Articles by Tunstall, R. J.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

When worlds collide: Developing game-design partnerships in universities

Martin A. Lynch

University of Glamorgan, UK, mlynch{at}glam.ac.uk

Richard J. Tunstall

University of Glamorgan, UK, rtunstal{at}glam.ac.uk

A growing body of evidence suggests that relevant, well-designed simulations can make a valuable contribution to students' experiences in training and education and go some way toward meeting the expectations of students who have grown up with immersive, computer-mediated games. Within universities, many barriers exist that may prevent the effective development of this work, in part because of the nature of the traditional roles of both academics and developers who undertake these activities. Through a discussion of the experiences of working within a successful cross-functional team, the authors discuss the practice of developing an innovative eLearning simulation tool for an undergraduate course and how the challenges of combining the developer and educationalist roles were overcome. By synthesizing theories in educational philosophy and game design processes, a conceptual framework for ensuring quality in creative education projects is outlined that may be applied to the development of eLearning and adaptive game projects.

Key Words: barriers • computerized simulation • creative content • design • dynamic exploration • game • educational philosophy • eLearning • higher education • innovation • interdisciplinarity • learning materials • partnerships • process • quality assurance

This version was published on September 1, 2008

Simulation & Gaming, Vol. 39, No. 3, 379-398 (2008)
DOI: 10.1177/1046878108319275
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?