SimTIE-Math : A Simulation-Game on Technology Integration for Mathematics Learning

This article describes the application of instructional design theories and game design principles in the creation of a paper prototype for a simulation game on technology integration in education (SimTIE-Math). The study employs a design and development research design in which artifacts that resulted from that design process are examined, including design documents, iterations of game components and rules, e-mail exchanged by the designers, notes from meetings, reports from playtesting sessions, and other related documents. The purpose of the study is to formulate principles for the use of instructional design theory in game design. By exposing and examining the design process, we intend to contribute to design knowledge in instructional systems design. This article describes the application of instructional design theories and game design principles in the design and development of a paper prototype for a simulation game on technology integration in education (SimTIE-Math). We begin with a brief explanation of design and development research, the approach used in this study. Next we describe the purpose of this study and the methodology. We then describe the iterative design process of paper prototyping and playtesting and how the findings influenced revisions of the game components and rules. Finally, we reflect on lessons learned from the experience and formulate design principles for the use of instructional design theory in game design. Design and Development Research Richey and Klein (2007) define design and development research as “the systematic study of design, development and evaluation processes with the aim of establishing an empirical basis for the creation of instructional and non-instructional products and tools and new or enhanced models that govern their development” (p. 1). This approach has a pragmatic orientation in that it seeks to improve practice through evidence-based claims about the design and development of instructional products. The study of the design process and its artifacts can elucidate the ways in which designers apply theories, principles, and methods to attain satisfactory results in naturalistic settings. This design knowledge may be characterized by “common examples, patterns, and principles, and by the expertise required to apply these generalities in specific settings” (Design-Based Research Collective, 2003, p. 9). At the same time, it can also contribute to theories of teaching and learning, although generalizability can be problematic because context is often a significant factor in the enactment of an intervention (Hoadley, 2004). Purpose of the Study One of the major challenges to teacher education is to provide pre-service teachers with enough practice in teaching before they graduate. It is costly to place them in real classrooms, and if they make mistakes there are real consequences to the students they teach during practica and student teaching. Simulations are routinely used in a variety of professions (e.g. business, healthcare, engineering, military, law enforcement and fire fighting, etc.) to prepare people for real-life situations that they are likely to encounter. SimTIE is intended to provide pre-service teachers with opportunities to make planning decisions for selecting student learning activities, and then to experience the consequences of those choices. To succeed in the simulation, teachers will need to give up the notion of "sage on the stage" and adopt a "guide on the side" perspective. Moreover, teacher or student choice of learning activities that integrate information technology will be necessary in order to provide individualized learning experiences for simulated students to work at their own pace on activities suited to their skills and knowledge. The purpose of this study is to examine the design process and decisions made during the development of a paper prototype for a simulation game on technology integration in education. In particular, the focus is on the ways in which instructional design theory informed the decisions regarding simulation, game, and pedagogical elements (Aldrich, 2005). We have sought to answer the following design and development research questions. First, how can