Richard Van Eck
Richard Van Eck is Associate Professor and Graduate Director of the Instructional Design & Technology program at the University of North Dakota (UND). He received his M.A. in English from UND, and his Ph.D. in instructional design and development from the University of South Alabama. He was on the instructional design faculty at the University of Memphis for 5 years, where he was also a member of the Institute for Intelligent Systems and the committee chair for the Center for Multimedia Arts in the FedEx Institute of Technology. His work in digital game-based learning includes 4 refereed journal publications, 4 refereed conference presentations, 11 conference presentations, 1 invited publication (Educause Review) and 6 invited presentations and keynotes, most recently as a featured speaker at the Educause ELI conference, and he has created several serious games, including a game to promote transfer of mathematics skills in middle school students which he created for his dissertation. He has taught a graduate course on instructional simulations and games every year since 2001, and has several other publications on authoring tools, intelligent tutoring systems, pedagogical agents, and help systems (advisement) in computer-based instruction.
Where do we go from here? Ten critical areas to guide future research in DGBL.
Digital Game-based Learning (DGBL) has reached a crossroads in its development as a field of study. We must now move from change agency to research and prescription, and we must establish the focus and rigor that will be required of us. If we do not, we will soon go the way of the movements of media in the schools (the 1960s & 1970s) and computers in the schools (the 1980s and 1990s). This workshop will outline what I see as 10 areas that can help focus DGBL on the questions we must answer if we are to become a field instead of a fad.
2.New models for discourse and distributed learning
3.Blended taxonomies of games and learning
4.Games and problem-solving/critical thinking
5.Twitch games, and visual processing as it relates to specific
fields of study
6.Development and evaluation of tools for game analysis
7.Move beyond what games males and females like to what themes,
strategies, and interactions each like (with validation)
8.Development of Authoring Tools and EPSSs for instructional
content integration with games
9.Development of new interdisciplinary models
10.International/Cultural differentiation of gameplay, preferences,