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


Qualitative Analysis Summary: Follow-up Interviews



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Qualitative Analysis Summary: Follow-up Interviews


Most interview responses indicated that designer/instructor disjunctions will exist along three dimensions. These results also indicate that design issues identified several decades ago are still relevant.

The interview responses are summarized in Figure 1 and Table 1. As anticipated, the majority favoured designing for a specific closure, representing subjective knowledge and tolerating an iterative development process. A minority of designers were committed to representing objective knowledge and some desired a greater emphasis on pre-planning. However, game designers reported a significant willingness to accommodate the perspectives of professor/instructors. These results were not anticipated.










Table 1: Game Designer Preferences For Four Design Attributes








Design Attributes

(n=22)

%










1. Desired End-User Outcomes:






Specific Closure


12

54%

Both

3

13%

Open Exploration

7

31%










2. Representing Knowledge:







Subjective

9

40%

Both

8

36%

Objective

5

22%










3. Development Emphasis:







Iterative

11

50%

Both

6

27%

Pre-planning

5

22%










4. Potential Remedy: ‘Buying-in’ to the vision:







Yes

13

59%

Don’t know

3

13%

No

6

27%










W
hile half of the designers favoured a specific closure, the other half favoured open exploration, or were able to accommodate both design goals. Thirteen of the respondents agreed with the pilot-study, that disjunctions could be remedied by all parties ‘buying-in’ to the same vision from the start of the project. However, six respondents were emphatic that ‘buying-in from the beginning’ was not necessary. This result was also not anticipated. The results can also be representing graphically as the three dimensions of a cube (see Figure 1). The horizontal dimension of ‘end-user outcomes’ represents the largest group favouring a specific closure. The vertical dimension, developmental emphasis, indicates the second largest group that reported a high tolerance for the iterative nature of design. The third dimension, knowledge representations, indicates the third largest area of agreement, the need for freedom to explore subjective representations of knowledge.

Commercial game designers had a non-trivial commitment to represent objective knowledge. Five designers indicated a preference for an emphasis on objective information while eight were committed to both (objective and subjective representations). Most were willing to design for open exploration but required to design for specific closure in order for their products to meet demands of the market. Five designers wanted to emphasize pre-planning because they had previously experienced chaotic development efforts where there was no pre-planning. Their preference for pre-planning was intended to prevent the occurrence of problems. When presented with a possible remedy to the professor/instructor disjunctions—the development team ‘buying-in’ to the same vision from the start—thirteen respondents indicated that it was necessary for the development team to ‘buy-in’. Six respondents indicated that ‘buying-in’ to the vision was not necessary. Excerpts from the interviews provide a more detailed picture of game designer perspectives.



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