 E-mail: dwarren@brock.housing.ubc.ca
Appendix F – Respondent profiles
Respondent #1: Male U.S. Age:37 Lead designer simulation/games Lead architect: large scale distributed simulation Computer programmer / Large company
Respondent #2: Male U.S. Age:38 Designer of simulation/games
Small company /
Consultant to U.S. Military
Respondent #3: Male U.S. Age:28 Scenario editor development
Host development for large scale role
playing game
Networking and architecture development
Game designer / computer programmer
Large company
Respondent #4: Male U.S. Age:28 Producer and game designer
Large company
Respondent #5: Male U.S. Age:30 Design for military flight sim
Briefing and Debriefing writing
A simulation/game designer
Large company
Respondent #6: Female U.S. Age:37 designer, writer, lead designer, producer,
head of product development,
a simulation/game designer
Small company
Respondent #7: Male U.S. Age:29 Designer, producer, programmer
Small company
Respondent #8: Male U.S. Age:26 Game designer
A designer of simulation/games
Large company
Respondent #9: Male U.S. Age:27 Lead designer and game designer
Small company
Ph.D. student in physics
Respondent #10: Male U.S. Age:29 Game designer / medium company
Provided random terrain generator,
historical data & context, story for single player
Formerly a professor of biology
Respondent #11: Male U.S. Age:35 Game designer / computer programmer,
Expert on a specific discipline of knowledge
Small company
Respondent #12: Male U.S. Age:28 Game designer / large company
Respondent #13: Male U.S. Age:22 Game designer / large company
Producer, sound designer, mission builder
and visual artist
Respondent #14: Male U.S. Age:39 Game designer, simulation/game designer
Medium company, design missions and
story for a well known license, scripting of
cinematics, user interface design,
play testing, manual and packaging design.
Respondent #15: Male U.S. Age:43 Manager / large company
Programmer, lead programmer, designer,
lead designer, producer, executive
producer, vice-president of development
Respondent #16: Female U.S. Age:35 Game designer / medium company
Project leader/designer of a well known license.
Respondent #17: Male U.S. Age:39 Game designer, simulation/game designer
Computer programmer / large company
Primary designer of six simulation titles
Respondent #18: Male U.S. Age:35 Game designer, simulation/game designer
Large company
Respondent #19: Male U.S. Age:47 Game designer and developer since 1985
Simulation engineer since 1976
Small company
Respondent #20: Male U.S. Age:46 Game designer, large company
Executive in design company (i.e. C.E.O),
Programmer/designer, producer, executive producer
Previously worked as elementary school teacher
Respondent #21: Male U.K. Age:29 Game designer, creative director,
oversee art, a simulation/game designer,
medium company
Respondent #22: Female U.S. Age:30 Producer, medium company
Faculty/instructors
Respondent #51: Male Cdn. Age:52 College instructor,
Uses computer simulation games
No design experience with
simulation/games
Respondent #52: Male Cdn. Age:38 College instructor,
Uses classroom/computer simulation
games
No design experience with
simulation/games
Respondent #53: Male Cdn. Age:56 College instructor,
Uses computer simulation games
No design experience with
simulation/games
Respondent #54: Male Cdn. Age:52 College instructor, university professor
Has used computer simulation games
Has designed classroom simulation/games
Respondent #55: Male Cdn. Age:38 University professor
Has used computer simulation games
No design experience with
simulation/games
* When a film, television drama or book is commercially successful, the ‘licensing’ rights are sold or issued to a game developer. A computer game is then designed using the characters, plot, etc, from the licensed story.
Appendix G: Anticipated Disjunctions
The following table was used to summarize anticipated disjunctions between home entertainment game designers (HEGDs) and professor/instructors (P/Is). These indicators were listed in the survey questionnaire that was administered to respondents before the interview.
Table 1: Summary of anticipated indicators described in questionnaire
Anticipated response:
|
Neutral
|
Favoured
by HEGDs
|
Favoured
by P/Is
|
1) Definition
- specific closure with winners and losers
- changing variables of an open system
|
|
yes
|
yes
|
2) Learner outcomes…how important?
|
|
|
| - handle interrelationships between variables
- decisions about allocating resources
- decisions about negotiating
- decisions about sequences of actions
- multiple perspectives
- deal with various strong feelings and emotions - assume a specific role and compete - closure will occur after specific duration
- experience consequences as a result of decisions
- understand that it was a contrived experience
- choose a perspective/compete with other perspectives
- learning occurs as user experiences the
consequences
|
Yes
|
|
| - explore the fundamental principles
- to transfer their skills to real-life decision-making
- transfer their skills to their real-life interactions
- a plausible representation of reality - not compete but has sole power to change variables
- modify variables and observe the consequences
- maintain a degree of detachment
- personally relevant real-life data
- learning occurs during the debriefing session
|
|
|
Yes
| - to reflect on a subjective worldview
- fun for the end-user
- a final determination of winners and losers
- gain strategic advantage to win
- end-user will feel personal risk
- imaginative associations correspond to beliefs/values
|
|
Yes
|
|
Share with your friends: | 
