Abstract
In the field of learning technologies, there is often the idea that because technology is available, it should be used. We take the view that technologies such as games should be evaluated mindfully to determine whether they are appropriate to the instructor and students through a strong process of front-end analysis. This chapter walks readers through a quick process of audience analysis we have used with a goal of determining whether an existing game should be used or designers should move forward with developing a learning game.
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References
Warren, S. J., Dondlinger, M. J., & Barab, S. A. (2008). A MUVE towards PBL writing: Effects of a digital learning environment designed to improve elementary student writing. Journal of Research on Technology in Education, 41(1), 113–140.
Warren, S. J., Dondlinger, M. J., Stein, R. A., & Barab, S. A. (2009). Educational game as supplemental learning tool: Benefits, challenges, and tensions arising from use in an elementary school classroom. Journal of Interactive Learning Research, 20(4), 487–505.
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Warren, S.J., Jones, G. (2017). Should I Really Use or Design a Learning Game?. In: Learning Games. Advances in Game-Based Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-46829-7_5
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DOI: https://doi.org/10.1007/978-3-319-46829-7_5
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Publisher Name: Springer, Cham
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Online ISBN: 978-3-319-46829-7
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