EDIT670_Syllabus (PDF, 275 KB)

COURSE INFORMATION

Course number and title EDIT 670: Educational Games and Simulations
Pre-requisites/co-requisites There are neither pre-requisites nor co-requisites. However, students should possess basic computer skills (e.g., MS Office, Internet search skills), along with Adobe Acrobat Reader, which is downloadable free of charge at https://get.adobe.com/reader/. Experience in teaching, training, technical development, or equivalent is a plus.
Description This course introduces theories and strategies supporting the use of educational games, simulations, and virtual environments to improve learner performance and engagement in education and training settings. A variety of tools and methodologies for building, implementing and evaluating website and mobile gaming models will be explored. Students will analyze research literature to identify key characteristics of games and simulations, promote learner reflection using collaborative game tools to clarify learners’ conceptual understanding and thinking, incorporate game tools to promote learning and creativity, utilize game tools to address the diverse needs of all learners, analyze and apply instructional game and simulation theories to games developed in class, analyze commercial games and simulations to identify key characteristics and technical, practical, and pedagogical limitations; develop game evaluation rubrics, and collaborate with others using game tools and resources to support learner success and innovation. Course assessment includes a learning journal, forum discussions, homework assignments, and a group project.
Intended Audience Candidates admitted to the Ed.S. in Instructional Technology program, or individuals who want to explore a verity of technology tools for instruction.
Program Ed.S. in Instructional Technology
College Spadoni College of Education
Professor / Instructor Contact Information

Full name & title: Dr. Cheng-Yuan (Corey) Lee, Associate Professor
Office location & building: Prince 205A
Office phone: 843-349-2780
Office hours: 10:00 — 1:00 (Mondays and Tuesdays) or by appointments
Email address: [email protected]

About the Professors

Dr. Corey Lee (D1 and D2)
Dr. Lee earned an M.S. degree in Instructional Technology from the University of Tennessee, Knoxville in 1999, and a Ph.D. in Curriculum and Instruction with an emphasis on Instructional System Design from the University of Central Florida. Since 2010, Dr. Lee teaches at Coastal Carolina University. Throughout his career of teaching, he developed strong interests in the areas of distance education, mobile learning, interactive multimedia, and graphic/website design. In his classes, he introduces a wide range of software applications and open-source packages to students, allowing them to master computer-based tools used in the design and creation of electronic media, such as electronic images, sounds, videos, text, and motion.
Professional Website: http://coreylee.me

Dr. David Tao (D3)
Dr. Tao earned his doctoral degree in Instructional Technology at the University of Central Florida in 2014. Currently, he works full time for a private university in Florida as the Director for Instructional Technology, responsible for training faculty to use various technologies to improve teaching and learning, as well as designing, developing, and supporting online curricula. He has been teaching online courses on different subjects in the instructional technology field since 2009. He and his wife raise three energetic boys, ages 9, 15, and 16, and live in the Central Florida area (45 minutes’ drive from the Walt Disney World). In his spare time, he enjoys gardening, puttering around the house, road-trips, jogging, and hanging out with his family.

Course Pre-requisites, Co-requisites, and/or Other Restrictions

There are neither pre-requisites nor co-requisites. However, students should possess basic computer skills (e.g., MS Office, Internet search skills), along with Adobe Acrobat Reader, which is downloadable free of charge at https://get.adobe.com/reader/. Experience in teaching, training, technical development, or equivalent is a plus.

Materials – Text, Readings, Supplementary Readings

No textbook is required in this course. All reading materials will be available online and free of charge.

Goals and Outcomes
Course Goals

The following course goals articulate the general objectives and purpose of this course. This course is designed to:

  • explore the process of designing games for teaching and learning
  • prepare students to analyze the design and use of the commercial games and simulations to identify their technical, practical, and pedagogical limitations.
  • explore a variety of game engine software and various methodologies for building and evaluating gaming models.
Course Outcomes

The following course outcomes indicate competencies and measurable skills that students develop as a result of completing this course. These learning outcomes are derived directly from the Coastal Carolina University Conceptual Framework (CF) Candidate Proficiencies, the National Educational Technology Standards for Educators (NETS-E) published by ISTE, National Board for Professional Teaching Standards (NBPTS), and Interstate New Teacher Assessment and Support Consortium (InTASC).

Student Learning Outcomes Standards Alignment Assessment
After completing this course, students will be able to:
1)   analyze the literature to identify key characteristics of games and simulations. CF 1.1

NETS-E 5c

InTASC 4

NBPTS P1, P5

Discussions

Learning Log

Project

2)   develop storyboards to illustrate the game and/or simulation concepts. CF 1.2

NETS-E 3d

InTASC 5

NBPTS P1, P2

Project
3)   generate design specifications for an educational game or role playing/simulation. CF 1.1, 2.1, 2.2

NETS-E 3a, 3b

InTASC 5

NBPTS P1, P2

Project
4)   analyze instructional game and simulation theories to apply them to the games developed in class. CF 1.1, 2.1, 2.2

NETS-E 5c

InTASC 4

NBPTS P1, P2

Discussions

Learning Log

Paper

Projects

5)   analyze game engine software to identify their key characteristics and their technical, practical, and pedagogical limitations. CF 5.2

NETS-E 5c

InTASC 4

NBPTS P1, P2

Discussions

Learning Log

Project

6)   analyze commercial games and simulations to identify their key characteristics and their technical, practical, and pedagogical limitations. NETS-E 5c

InTASC 4

NBPTS P1, P2

Discussions

Learning Log

Paper

7)   develop a rubric to evaluate education games and simulation. CF 1.5

NETS-E 2a, 3d

InTASC 8

NBPTS P4

Paper
8)   utilize various game engine software to develop games to demonstrate basic game and programming concepts. CF 1.3

NETS-E 3a, 3b

InTASC 1,2,3,4,5

NBPTS P5

Paper

Project

The M.Ed. in Instructional Technology is designed to provide teachers, instructional coaches, technology specialists and trainers with advanced professional studies in instructional technology. This includes the analysis, design, development, delivery, implementation and evaluation of current and emerging instructional technologies and their potential to improve teaching practice, productivity, and student performance. Program candidates complete intensive curriculum in instructional technology based on the National Educational Technology Standards for Teachers (NETS-T) published by International Society for Technology in Education and endorsed by NCATE/CEAP.

Candidates who complete this program track will be able to do the following:

  1. Demonstrate an understanding of instructional technology tools, systems, and operations.
  2. Plan and manage instructional technology innovations and environments.
  3. Design and develop creative learning experiences and materials supported by technology.
  4. Implement technology-integrated curriculum plans to improve student performance.
  5. Leverage technology to facilitate effective assessment and evaluation strategies.
  6. Understand social, ethical, and legal issues relevant to the use of instructional technology.
  7. Demonstrate commitment to improving professional practice and productivity.
  8. Exhibit leadership and collaboration in campus-level instructional technology initiatives.

TECHNICAL REQUIREMENTS / ASSISTANCE

The following information has been provided to assist you in preparation for the technological aspect of the course.

Minimum Technical Skills Needed:
  • Using the learning management system (Moodle)
  • Using E-mail with attachments
  • Creating and submitting files in commonly used word processing program formats
  • Copying and pasting
  • Downloading and installing software
  • Using spreadsheet programs
  • Creating new page with Weebly.com (more information about Weebly can be found at https://edit670.coreylee.me/building-class-website-with-weebly).

ACCESS & NAVIGATION

Access and Log in Information

This course was developed and will be facilitated utilizing the Coastal Carolina University’s Learning Management System, Moodle. To get started with the course, please go to: https://moodle.coastal.edu.

You will need your CCU ID and password to log in to the course. If you do not know your CCU ID or have forgotten your password, please go to: https://www.coastal.edu/search/password/

Student Resources

As a student, you will have access to:

  • Moodle Access Information. It is recommended that you become familiar with the tools and tutorials provided in Moodle to better equip you to navigate the course. Make sure to view all PDF files listed at http://www.coastal.edu/scs/index.html?type=moodinfo.
  • After logging in to Moodle, you will have access to the “Student Resources” and “Student Help Request” link on top of the page, which provides student resources and Help Desk Information.
How the Course is Organized

This course is organized in the weekly format. Each week, new topics will be introduced along with required readings and assignments.

What Should Students Do First?

Once you have accessed the course and the syllabus, you should read through the syllabus carefully, understanding the requirements of the course and the assessment items. Also, please participate the first discussion forum—Self-Introduction ASAP. Your weekly participation to this forum indicates your attendance to this course. If you do not complete this forum within 7 days after the class begins, you will be reported absence and automatically dropped from this course. Make sure you complete this task as early as possible.

How Students Should Proceed Each Week for Class Activities

As stated above, this course is organized in the weekly format. On the first day of the week, an E-mail announcement will be posted on Moodle and sent to your E-mail account, addressing the topics of the week and the required tasks and their due dates. These announcements are to get you ready to tackle class activities each week.

Student Support

Coastal Carolina University provides student technical support in the use of Moodle and supported resources. The student help desk may be reached at:
Email: [email protected]
Phone: 843-349-2908
In Person: Kearns Hall, Room 113

Regular hours are maintained to provide support to students. Please refer to the website (http://www.coastal.edu/scs/index.html?type=hoursandlocations) for updated hours.

COURSE REQUIREMENTS

  1. The student will access and follow all course instructions found in the weekly/unit content area of the Moodle
  2. The student will review weekly topics and complete the reading assignments under each corresponding weekly section.
  3. The student will complete the assigned learning blog/assignment/project by the deadlines.
  4. The student will complete and submit assignments electronically inside Moodle.
  5. The student will complete an on-going semester project in accordance with the instructions given in this syllabus and the online course.

COMMUNICATIONS

The main channels for course communication are through Moodle and E-mail. I will use Announcement function in Moodle to distribute any course news. Please check Moodle frequently (3 or 4 times a week). Gradebook tab of Moodle is another channel for me to provide feedback regarding your submissions. Finally, E-mail an efficient way to reach me. I am on my E-mail all the time.

Interaction with Instructor: The primary tool to reach me is through E-mail. Please send your personal concerns or questions to [email protected]. Emails will be answered within 24 hours and if you do not receive a response within this time frame please resend your message. I will notify you if response times need to be changed or adjusted.

Submission turns around time frame: Typically, all submissions will be graded within 7 days of the due date and returned in Moodle. In rare cases, your submissions will be graded after that. If it ever happens, please contact me. I might have overlooked your submissions.

ASSESSMENT & GRADING

Course Assessments

Unless otherwise noted, all assessments must be submitted to Moodle. Neither email nor hardcopy submissions will be accepted. Supplemental instructions and rubrics will be available online.

Discussions

Module discussions are designed to engage a student’s interaction with others in the course and provide constant, helpful feedback and assistance when dealing with various issues discussed in the course modules. Discussion postings should be courteous, thoughtful, and carefully written. To facilitate the discussion and prevent procrastination, two deadlines are scheduled for each discussion. Pay attention to each date.

Learning Log

Module discussions are designed to engage a student’s interaction with others in the course and provide constant, helpful feedback and assistance when dealing with various issues discussed in the course modules. Discussion postings should be courteous, thoughtful, and carefully written. To facilitate the discussion and prevent procrastination, two deadlines are scheduled for each discussion. Pay attention to each date.

Evaluation Papers

You will choose two educational games (one web-based game and one app-based game) to play extensively this semester (2+ hours), in order to evaluate the games for educational purposes. This analysis can take two forms. If the game can be readily implemented in the classroom, you can analyze what it can teach and what discussions can be used to focus learners. You should consider when and how the game would be implemented.

For games that cannot be readily implemented—which might have to be re-designed or adjusted for the classroom—you should write about why the changes need to take place, and what the changes would be. Since not all teachers are game designers, and since games are expensive to produce, the goal of this paper is to let you think about how ready-made games can be used and adapted for different topics. (1600-2000 words)

Project

This assessment item is designed to assist you to implement a game-based learning activity in your teaching practice. As you will be learning from the module reading, game-based learning requires many hours of planning, design, and development. In this project, you will go through the entire process the ASSURE model for the implementation of a game-based learning activity.

Assessment Weight
Assessment Weight
Discussions 30 pts (3 pts each)
50% for initial posts
50% for responses to others’ posts
Learning Log 20 pts (2 pts each)
Evaluation Papers 20 pts (10 pts each)
Project 30 pts

Part 1: 3 pts
Part 2: 4 pts
Part 3: 7 pts
Part 4: 7 pts
Part 5: 5 pts
Part 6: 4 pts

 

Score Grade
90-100 A
86-89 B+
80-85 B
76-79 C+
70-75 C
66-69 D+
60-65 D

Grading will consist of assessment opportunities that will occur each week to determine student progress toward meeting the learning outcomes. Grades will be calculated by converting point accumulations for each assessment using the tables below. Candidates in the Ed.S. in Instructional Technology program must earn a grade of C or higher in order to apply the credit hours.

Incomplete

A grade of incomplete may be granted to students who have suffered serious personal illness or critical emergency circumstances during the academic term, resulting in failure to complete all assignments by the end of the quarter. Documentation from a physician is required and must be attached to the petition for a temporary grade of incomplete. Please see the college catalog for additional information. 

ACADEMIC CALENDAR/COURSE DESIGN

The following course outline is tentative and subject to change.

Module Assessments
1.   Introduction to Gaming Discussion

Learning Log

2.   Ethics in Gaming Discussion

Learning Log

3.   Game Theory Discussion

Learning Log

4.   Gaming for memorization Discussion

Learning Log

5.   Gaming for procedural knowledge Discussion

Learning Log

6.   Web-based Educational Games Evaluation Paper
7.   App-based Educational Games Evaluation Paper
8.   ASSURE Model Learning Log

Project

9.   Gamification Discussion

Project

10. Simulation Discussion

Project

11. Evaluation of Educational Games and Simulations Learning Log

Project

12. Social Aspects and Gamification Discussion
13. Trends and Issues in Educational Games and Simulations Discussion

Project

14. Keep Playing and Learning Learning Log

Project

15. Wrap-Up and Conclusion Discussion

Project

COURSE EVALUATION

For each course evaluation they complete, students will receive a confirmation email stating the course, instructor, date completed and time completed. COURSE EVALUATION

TECHNICAL REQUIREMENTS / ASSISTANCE

The following information has been provided to assist you in preparation for the technological aspect of the course.

Minimum Technical Skills Needed:
  • Using the learning management system (Moodle)
  • Using E-mail with attachments
  • Creating and submitting files in commonly used word processing program formats
  • Copying and pasting
  • Downloading and installing software
  • Using spreadsheet programs

ACCESS & NAVIGATION

Access and Log in Information

This course was developed and will be facilitated utilizing the Coastal Carolina University’s Learning Management System, Moodle. To get started with the course, please go to: https://moodle.coastal.edu.

You will need your CCU ID and password to log in to the course. If you do not know your CCU ID or have forgotten your password, please go to: https://www.coastal.edu/search/password/

Student Resources

As a student, you will have access to:

  • Moodle Access Information. It is recommended that you become familiar with the tools and tutorials provided in Moodle to better equip you to navigate the course. Make sure to view all PDF files listed at http://www.coastal.edu/scs/index.html?type=moodinfo.
  • After logging in to Moodle, you will have access to the “Student Resources” and “Student Help Request” link on top of the page, which provides student resources and Help Desk Information.
How the Course is Organized?

This course is organized in the weekly format. Each week, new topics will be introduced along with required readings and assignments.

What Should Students Do First?

Once you have accessed the course and the syllabus, you should read through the syllabus carefully, understanding the requirements of the course and the assessment items. Also, please participate in the first discussion forum—Self-Introduction ASAP. Your weekly participation to this forum indicates your attendance in this course. If you do not complete this forum within 7 days after the class begins, you will be reported absence and automatically dropped from this course. Make sure you complete this task as early as possible.

How Students Should Proceed Each Week for Class Activities

As stated above, this course is organized in the weekly format. On the first day of the week, an E-mail announcement will be posted on Moodle and sent to your E-mail account, addressing the topics of the week and the required tasks and their due dates. These announcements are to get you ready to tackle class activities each week.

Student Support

Coastal Carolina University provides student technical support in the use of Moodle and support resources. The student help desk may be reached at:
Email: [email protected]
Phone: 843-349-2908
In-Person: Kearns Hall, Room 113

Regular hours are maintained to provide support to students. Please refer to the website (http://www.coastal.edu/scs/index.html?type=hoursandlocations) for updated hours.

COURSE REQUIREMENTS

  1. The student will access and follow all course instructions found in the weekly/unit content area of the Moodle
  2. The student will review weekly topics and complete the reading assignments under each corresponding weekly section.
  3. The student will complete the assigned learning blog/assignment/project by the deadlines.
  4. The student will post his or her learning blog onto Weebly and respond to at least two initial posts of others on a bi-weekly basis.
  5. The student will complete and submit assignments electronically inside Moodle.
  6. The student will complete an on-going semester project in accordance with the instructions given in this syllabus and the online course.

COMMUNICATIONS

The main channels for course communication are through Moodle and E-mail. I will use the Announcement function in Moodle to distribute any course news. Please check Moodle frequently (3 or 4 times a week). Gradebook tab of Moodle is another channel for me to provide feedback regarding your submissions. Finally, E-mail an efficient way to reach me. I am on my E-mail all the time.

Interaction with Instructor: The primary tool to reach me is through E-mail. Please send your personal concerns or questions to [email protected]. Emails will be answered within 24 hours and if you do not receive a response within this time frame please resend your message. I will notify you if response times need to be changed or adjusted.

Submission turns around time frame: Typically, all submissions will be graded within 7 days of the due date and returned in Moodle. In rare cases, your submissions will be graded after that. If it ever happens, please contact me. I might have overlooked your submissions.

SCHOLARLY EXPECTATIONS

All works submitted for credit must be original works created by the scholar uniquely for the class. It is considered inappropriate and unethical, particularly at the graduate level, to make duplicate submissions of a single work for credit in multiple classes, unless specifically requested by the instructor. Work submitted at the graduate level is expected to demonstrate higher-order thinking skills and be of significantly higher quality than work produced at the undergraduate level. To achieve this expectation, all students are responsible for giving and getting peer feedback on their work prior to submitting it for a grade. Students are also expected to resolve technical issues, be active problem solvers, and embrace challenges as positive learning opportunities. Instructional technology professionals must be able to work cooperatively and collaboratively with others—skills that students are expected to practice in this course. Students are expected to ask for help when they need it and offer help when they notice someone in need.

RESOURCES

COURSE POLICIES

Deadlines and Late Work
  • You will always be given explicit instructions on where to send your assignments. Assignments are usually due on a weekly basis—the exact dates will always be found in the activities. If you wish to complete an assignment prior to the due date, you may (however, a group assignment must be completed during the week assigned OR upon approval of every member of the group). NO LATE SUBMISSION WILL BE ACCEPTED. PLEASE BE AWARE OF THIS POLICY AND SUBMIT YOUR WORK ON TIME. This policy will be strictly enforced.
  • All due dates are posted and late assignments, quizzes, and discussions are counted as zero.
  • In the event of an emergency or absence, you will need to notify by E-mail before the due date and provide documentation when submitting the late assignment.
Class Participation

Students are required to log in on to the online course a minimum of three times a week. The instructor will use the tracking feature in Moodle to monitor student activity. Students are also required to participate in all class activities such as discussion board, chat or conference sessions, and group projects (if any).

Virtual Classroom Citizenship

The same guidelines that apply to traditional classes should be observed in the online learning environment. Please use proper netiquette when interacting with class members and the professor.

Policy on Server Unavailability or Other Technical Difficulties

Whenever you experience any difficulty with Moodle system, please wait for 10 – 15 minutes and try again. If the problem remains, please report it to Moodle administrator at [email protected] (843-349-2263) and notify the instructor of this. If students ever experience with hard disk failure or virus attack, please contact ITS – Student Computing Services and notify the instructor of this difficulty. The instructor and ITS – Student Computing Services will work with the student to resolve any issues at the earliest possible time.

Copyright Notice

Some or all of the materials on this course Web site may be protected by copyright. Federal copyright law prohibits the reproduction, distribution, public performance, or public display of copyrighted materials without the express and written permission of the copyright owner unless fair use or another exemption under copyright law applies.

Administrative Withdrawal

Please be advised that if you do not complete “Self-Introduction” within 7 days after the class begins, you will be reported absence and automatically dropped from this course. Make sure you complete this task as early as possible.

Syllabus Change Policy

The standards and requirements set forth in this syllabus may be modified at any time by the course instructor. Notice of such changes will be by course announcement via Moodle.

CCU POLICIES

Academic Integrity

Under all circumstances, students are expected to be honest in their dealings with faculty, administrative staff, and fellow students. In speaking and/or correspondence with members of the college community, students must give an accurate representation of the facts at hand. Students must submit work that fairly and accurately reflects their level of accomplishment. Any work that is not a product of the student’s own effort is considered dishonest. Students may not submit the same work for more than one course. A student may be suspended or expelled for academic dishonesty. Please refer to the Student Handbook for additional information regarding the policy on academic honesty.

Statement of Community Standards from Office of Academic Integrity

Coastal Carolina University is an academic community that expects the highest standards of honesty, integrity, and personal responsibility. As members of this community, we are accountable for our actions and are committed to creating an atmosphere of mutual respect and trust.

      On my honor, I pledge:

  • That I will take responsibility for my personal behavior; and
  • That I will actively oppose every instance of academic dishonesty as defined in the Code of Student Conduct.

      From this day forward, my signature on any University document, including tests, papers, and other work submitted for a grade, is a confirmation of this honor pledge.

Student Code of Conduct: http://www.coastal.edu/conduct/index.html

As the instructor of this course, I will report all academic integrity issues through the channels provided by the University.

Plagiarism

Coastal Carolina University does not tolerate plagiarism and other forms of academic dishonesty. Conduct that violates generally accepted standards of academic honesty is defined as academic dishonesty. “Academic dishonesty” includes, but is not limited to, plagiarism (the appropriation or stealing of the ideas or words of another and passing them off as one’s own), auto-plagiarism (duplicate submission of single work for credit in multiple classes), cheating on exams or other course assignments, collusion (the unauthorized collaboration with others in preparing course assignments), and abuse (destruction, defacing, or removal) of resource material. All works submitted for credit must be original works created by the scholar uniquely for the class. Works submitted are subject to submission to TurnItIn, or other similar services, to verify the absence of plagiarism. Consequences of academic dishonesty may range from reduced credit on the plagiarized assignment to petition for removal from the academic program or institution, depending on the circumstances and extent of the violation; however, in typical instances, an automatic F in the course is considered appropriate.

Web resources for a reference regarding what constitutes plagiarism and how to avoid it include:

Any works referenced should be properly cited in accordance with APA 6th edition style.

Accessibility and Disability Services

Coastal Carolina University is dedicated to establishing and maintaining a barrier-free environment with all of its resources. Students with physical, psychological, or learning disabilities receive accommodations and assistance through the Office of Accessibility and Disability Services. With appropriate documentation, the coordinator determines accommodations needed to assist students in taking full advantage of their educational opportunities at the University. On-going coaching of students with disabilities is offered to help ensure success. To access services and accommodations, students should obtain documentation of the disability and make an appointment with the Accessibility Coordinator. 

Closing the University for Inclement Weather

In the event of hazardous weather, faculty, staff, and students are requested to listen to local radio and television stations or visit the Coastal Carolina University website for official University closing announcements. Announcements about hazardous weather are also posted on the University’s homepage. You can find Hazardous Weather and Emergency Conditions Leave Policy (FAST-HREO-220). Instructors may refer to the Contingency Instruction website for information about what to do if the class has been canceled.