Game Design: Health Hero
Description
Knowledge of good health and dietary practices will help today’s children become tomorrow’s healthy adults. How do we help children learn about good health practices?
This project addresses this problem by creating a prototype of an interactive game that helps children to learn about good health habits. This interactive virtual world game prototype, Health Hero, uses good game elements reported by James Paul Gee and Richard Rouse III, and incorporates Robert Gagne’s principles of instructional design. The game targets children in grades 3 through 5 and stresses the importance of exercise, diet, and sleep in the hopes that this knowledge will help children grow up to be healthy adults. The game is in its first phase of development.
This project created for ETEC 643, and was presented at the 2011 AACE World Conference. The design team members were Lyn Ackerman, Billy Meinke, and Susan St. John.
The Prezi for our presentation can be found HERE.
The paper is embedded below.
Peer Feedback
From Anonymous Peers
Well-visioned game elements and design, overall goal of the game well matches reading and learning principles.
Well-made graphics and prototype highlights most of the game elements. Gee principles and elements of games are well met.
Wonderful prototype! Clearly shows how the game will work and what you’d like to eventually have as part of the game. Excellent discussion of design components and evaluation. Very thorough! The game is nicely developed and well-thought through. This would be a great game for kids!
Great PPT design and artwork, creative, great visuals
Related directly back to Gagne’s nine events
Instructor Feedback
from Dr. Peter Leong
Excellent work! Very well written and comprehensive. More description could have been included in the target audience section and the game evaluation of why kids might want to play this game. What is in it for them? Why would they be motivated to play? Lacks description of the GUI.
AECT Standards It Meets
Standard 1: DESIGN
Candidates demostrate the knowledge, skills, and dispositions to design conditions for learning by applyin principles of instructional systems design, message design, instructional strategies, and learner characteristics.
1.1.a Utilize and implement design principles which specify optimal conditions for learning.
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.b Identify theories from which a variety of ID models are derived and the consequent
implications.
1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
1.1.5.a Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.
Standard 2: DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated
technologies.
2.0.1 Collaborate with a development team to apply principles of design specifications to produce technological products.
Standard 3: UTILIZATION
Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
3.0.1Assess, analyze and design a media facility for optimal use and functionality to support contemporary educational goals of the school media program.
3.3.3 Identify and implement strategies to engage stakeholders in the process of diffusion, adoption, and dissemination.
Standard 4: MANAGEMENT
Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.
4.3.1 Implement and evaluate delivery system management techniques using current research.
Standard 5: EVALUATION
Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
5.0.1 Exhibit knowledge of and display skill in the analysis of current school media and educational technology (SMET) research on evaluation in order to evaluate SMETS projects and programs.
Header artwork created by Sam St. John, "Battling No-Waist". ca. Spring, 2011.
Knowledge of good health and dietary practices will help today’s children become tomorrow’s healthy adults. How do we help children learn about good health practices?
This project addresses this problem by creating a prototype of an interactive game that helps children to learn about good health habits. This interactive virtual world game prototype, Health Hero, uses good game elements reported by James Paul Gee and Richard Rouse III, and incorporates Robert Gagne’s principles of instructional design. The game targets children in grades 3 through 5 and stresses the importance of exercise, diet, and sleep in the hopes that this knowledge will help children grow up to be healthy adults. The game is in its first phase of development.
This project created for ETEC 643, and was presented at the 2011 AACE World Conference. The design team members were Lyn Ackerman, Billy Meinke, and Susan St. John.
The Prezi for our presentation can be found HERE.
The paper is embedded below.
Peer Feedback
From Anonymous Peers
Well-visioned game elements and design, overall goal of the game well matches reading and learning principles.
Well-made graphics and prototype highlights most of the game elements. Gee principles and elements of games are well met.
Wonderful prototype! Clearly shows how the game will work and what you’d like to eventually have as part of the game. Excellent discussion of design components and evaluation. Very thorough! The game is nicely developed and well-thought through. This would be a great game for kids!
Great PPT design and artwork, creative, great visuals
Related directly back to Gagne’s nine events
Instructor Feedback
from Dr. Peter Leong
Excellent work! Very well written and comprehensive. More description could have been included in the target audience section and the game evaluation of why kids might want to play this game. What is in it for them? Why would they be motivated to play? Lacks description of the GUI.
AECT Standards It Meets
Standard 1: DESIGN
Candidates demostrate the knowledge, skills, and dispositions to design conditions for learning by applyin principles of instructional systems design, message design, instructional strategies, and learner characteristics.
1.1.a Utilize and implement design principles which specify optimal conditions for learning.
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.b Identify theories from which a variety of ID models are derived and the consequent
implications.
1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
1.1.5.a Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.
Standard 2: DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated
technologies.
2.0.1 Collaborate with a development team to apply principles of design specifications to produce technological products.
Standard 3: UTILIZATION
Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
3.0.1Assess, analyze and design a media facility for optimal use and functionality to support contemporary educational goals of the school media program.
3.3.3 Identify and implement strategies to engage stakeholders in the process of diffusion, adoption, and dissemination.
Standard 4: MANAGEMENT
Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.
4.3.1 Implement and evaluate delivery system management techniques using current research.
Standard 5: EVALUATION
Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
5.0.1 Exhibit knowledge of and display skill in the analysis of current school media and educational technology (SMET) research on evaluation in order to evaluate SMETS projects and programs.
Header artwork created by Sam St. John, "Battling No-Waist". ca. Spring, 2011.