An iterative model of system development in which software is built in progressive phases. In each phase, a prototype of the software is reviewed by the customer and evaluated prior to further development. Following the review, another prototype is built and evaluated. This process continues until the final product is delivered.
Published in Chapter:
Bridging Game Development and Instructional Design
James Belanich (U.S. Army Research Institute for the Behavioral and Social Sciences, USA), Karin B. Orvis (Old Dominion University, USA), Daniel B. Horn (U.S. Army Research Institute for the Behavioral and Social Sciences, USA), and Jennifer L. Solberg (U.S. Army Research Institute for the Behavioral and Social Sciences, USA)
Copyright: © 2009
|Pages: 16
DOI: 10.4018/978-1-59904-808-6.ch063
Abstract
Instructional video game development is occurring in both the commercial game development and the instructional design/development communities, but regularly in isolation from one another. While many proclaim that game-based learning offers an instructional revolution, the empirical results on instructional effectiveness have been mixed. These mixed findings may be due to the contrasting approaches utilized within these two communities. These communities differ with respect to prioritizing goals and design/development processes. However, the creation of an effective instructional video game—one that both motivates and teaches—is dependent on the successful partnering of these communities. Accordingly, this chapter elucidates the commonalities and differences in the development goals and approaches of these communities and discusses how best practices of each community should be blended for optimal instructional video game design. This chapter also includes relevant experiences from an instructional PC-video game development project, illustrating challenges faced and new opportunities afforded via a collaborative development effort.