Analyze

Post 1 - Flora's Review of Analysis

Morrison, Ross, Morrison, and Kalman (2019) indicated creating a needs assessment involves understanding the target audience, their existing knowledge and skills, the desired outcomes, and potential challenges. The needs assessment for designing Uno instructions.

As the target audience, the Team will consider the age group to determine the age range of the audience (children, teenagers, and adults). Also, we will assess if the audience has any prior experience with card games or Uno. Authors suggested that instructional design professionals, consider existing knowledge and skills; therefore, conduct a survey or pre-assessment to gauge the participants’ current understanding of Uno (Kajiwara, Matsuoka, & Shinbo, (2023)). Also, identify any misconceptions or common mistakes players might make. Then, we will identify preferred learning styles (visual, auditory, and kinesthetic). The learning objectives will clearly define the goals of the instructional design (e.g., understanding game rules, strategic thinking, and sportsmanship. The breakdown of objectives into specific, measurable, achievable, relevant, and timebound (SMART) components.

Next, identify potential obstacles to learning Uno, such as language barriers, cognitive challenges, or lack of interest. Assess any physical limitations that may affect participation. As ISD professionals, consider resources and constraints. Determine available resources (cards, instructional materials, and digital platforms).  Identify any time constraints or scheduling limitations for the instructional sessions. The Team will explore the audience’s preferred methods of learning (e.g., interactive games, video tutorials, and written instructions. Consider incorporating a mix of learning modalities for a comprehensive approach.

Throughout the process, the Team will continue to ask for feedback. Defining methods for assessing participants’ understanding of Uno rules. Establish a feedback loop for continuous improvement based on participant feedback. As we acknowledge feedback, consider cultural differences that may impact the learning experience. Ensure instructional materials are inclusive and culturally sensitive.

During the needs assessment, it is crucial to remain motivated and engaged; therefore, identify factors that motivate the audience to learn (e.g., competition, social interaction). Design instructional strategies that maintain engagement throughout the learning process. The plan for adaptability in case of unexpected challenges or modifications needed during the instructional sessions. Urton, Grünke, and Boon (2022) indicated the rules will comprise of legal and ethical considerations. Ensure that instructional materials and methods comply with legal and ethical standards. The purpose of the game is to ensure success. Establish criteria for evaluating the success of the instructional design, such as improved Uno-playing skills and positive participant feedback.

By conducting a comprehensive needs assessment, Decked Out Learning can tailor the instructional design of Uno to the specific requirements and preferences of the targeted audience, ultimately enhancing the learning experience.

References

Kajiwara, Y., Matsuoka, A., & Shinbo, F. (2023). Machine learning role playing game: Instructional design of AI education for age-appropriate in K-12 and beyond. *Computers and Education: Artificial Intelligence*, *5*. https://doi.org/10.1016/j.caeai.2023.100162

Morrison, G. R., Ross, S. M., Morrison, J. R., & Kalman, H. K. (2019). *Designing effective instruction* (8th ed.). John Wiley & Sons, Inc.

Urton, K., Grünke, M., & Boon, R. T. (2022). Using a Touch Point Instructional Package to Teach Subtraction Skills to German Elementary Students At-Risk for LD. *International Electronic Journal of Elementary Education*, *14*(3), 405–416. https://doi.org/10.26822/iejee.2022.252