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Brock Dubbels

Education

Teaching Kids Arithmetic and Geometry with Game Programming
Intel® Innovation: Transforming the Game

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Building Serious Games for Medical Intervention and Training

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In this presentation, issues of planning game design for transfer and assessment are discussed. A review of the role of play is provided in relation to game design. Play can be part of a problem because of the lack of certainty in learning transfer. Serious games are developed to deliver learning outcomes. When there are specific learning outcomes, the game must make sure that learning that happens in games, does not stay in games. This is described here as the Vegas Effect. A simple methodological recommendation with examples is provided for improving validity and reliability in the independent variable (game interventions). This is known as inter rater reliability.

Building a Game for a Assessment Nursing Game

Brock Dubbels

This monograph describes cognitive ethnography as a method of choice for game studies, multimedia learning, professional development, leisure studies, and activities where context is important. Cognitive ethnography is efficacious for these activities as it assumes that human cognition adapts to its natural surroundings (Hutchins, 2010; 1995) with emphasis on analysis of activities as they happen in context; how they are represented; and how they are distributed and experienced in space. Along with this, the methodology is described for increasing construct validity (Cook and Campbell, 1979; Campbell & Stanley, 1966) and the creation of a nomological network Cronbach & Meehl (1955). This description of the methodology is contextualized with a study examining the literate practices of reluctant middle school readers playing video games (Dubbels, 2008). The study utilizes variables from empirical laboratory research on discourse processing (Zwann, Langston, & Graesser, 1996) to analyze the narrative discourse of a video game as a socio-cognitive practice (Gee, 2007; Gee, Hull, & Lankshear, 1996).

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