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Chapter 5 - Authenticity in Learning Games

Published online by Cambridge University Press:  05 May 2015

By
Michael Anthony ,
Erin Heiser  and
Terry Chandler
Edited by
Talib S. Hussain  and
Susan L. Coleman
Michael Anthony
Affiliation:
SRA’s Learning and Talent Development (L&TD) group
Erin Heiser
Affiliation:
SRA’s Strategy and Performance Group
Terry Chandler
Affiliation:
SRA International
Talib S. Hussain
Affiliation:
Raytheon BBN Technologies
Susan L. Coleman
Affiliation:
Intelligent Decision Systems, Inc.
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Summary

Abstract

With the increase in the use of games for education and training, learning game developers seek to create games that not only teach, but engage and motivate learners.

One attribute often associated with successful and motivating games or training devices is authenticity, also referred to as realism or fidelity. Many falsely equate the amount of realism within a training environment to effective training; the higher the realism, the more effective the training. However, as in other training methodologies, a combination of factors, such as learner expertise, instructional domain, and details related to the knowledge and skills taught, informs the optimal level of authenticity within an effective learning game.

This chapter defines and describes authenticity as the combination of physical and cognitive fidelity. We discuss these concepts and summarize cognitive research related to authenticity and effective learning. Finally, we discuss the decisions a learning game developer makes during different stages of the development process to achieve the optimal blend of authenticity, and ultimately an effective, motivating learning game.

Type
Chapter
Information
Design and Development of Training Games
Practical Guidelines from a Multidisciplinary Perspective
 , pp. 121 - 145
Publisher: Cambridge University Press
Print publication year: 2014

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