Design and development of simulation/game software: Implications for Higher Education

Consent Form: Software development of computer strategy simulation games
By signing this form I consent to participate in the pilot test interviews for this research study. I understand that my identity will be kept confidential and that this research is part of master’s thesis in education.

I have reviewed the brief description of the project (on the reverse of this form) and am aware that I may contact the investigator with any questions I may have. Furthermore, if I have any concerns about my rights or treatment as a research subject, I may contact Dr. Richard Spratley, Director of U.B.C. Office of Research Services and Administration, at (604) 822-8598 or the chairperson of my advisory committee Dr. Lesley Andres (604) 822-8943.

As a research subject, I have the right to refuse to participate and may withdraw at any time. I have received two copies of the consent form. I may retain one copy for my own records.
Print name of respondent/subject:
Signature of respondent:
Date:
Investigator:
Signature of Investigator
Master’s candidate: Deborah Warren

Contact Info: Phone: (604) 822-9386

E-mail: dwarren@brock.housing.ubc.ca


Pilot Study (May 1997): Interview Questions
These questions are to be asked individuals who are experts on the design of computer strategy simulation games.
1) Why are you considered to be an expert on computer strategy simulation games?
2) When you developed the game, were you consciously trying to teach the players

something, or was ‘play-ability’ and fun more important?

3) If you were trying to teach something, what were you trying to teach?
4) Is this game intended for high school students? College students? College graduates?
5) How did you access content-expertise for this game?
6) How did the content experts interact with the programming specialists?
7) Was the design of the game primarily influenced by the programmers or the content specialists?
8) Were there any conflicts between programmers and content specialists?
9) If so, how were these conflicts resolved?
10) If computer strategy simulation games are to be used in on-line education, what design challenges need to be considered?
11) In designing a game, is it advisable for programmers to learn about content?
12) In designing a game, is it advisable for content specialists to learn about programming?
13) During the development process, do programmers and content specialists actually spend time learning about each other’s field of expertise?
14) For future game development, would you prefer to recruit individuals who had both content and programming knowledge?
15) Should on-line educators incorporate these type of games in their courses?
16) What are the major barriers to these games being used in on-line courses? I.e. institutional resistance, difficulty in developing games
17) What measures can be taken to meet these challenges?

Appendix B – Survey Questionnaire

1) Definitions of a simulation/game:
In the design and development of simulation/games, two definitions seem to apply. Please review the definitions and indicate the extent to which you agree with the definitions.
Definition #1:

“A simulation game is a contrived activity which corresponds to some aspect of reality. The activity involves players who strive to resolve one or more conflict(s) within the constraints of the rules of the game. It comes to a definite closure with a determination of winners and losers.”

Strongly Slightly Slightly Strongly