PowerPoint Game Design Document
Main purpose of the PowerPoint game
The main purpose of this game is to provide the learner with an interactive way of teaching Clark's six e-learning principles. This game may be used after teaching the student these concepts as a way of reinforcing the content. It also provides students with instant feedback by stating if they got a question right or wrong. If the student picks an incorrect answer they will also be told what the correct choice would have been. This game is a great activity to help students master these concepts.
The target learner audience
The target learner audience for this game is anyone who wants to learn more about Clark's six e-learning principles. I would say the difficulty level of this activity would require students to be of high school age or higher.
The assessment criteria
This game requires students to answer questions relating to Clark's six e-learning principles. The questions are of various difficulty levels, and range from 10-50 points. Students must possess a working knowledge of the content to be relatively successful at this activity. Students will be tested on these various concepts, while being expected to perform at a decent speed. There is no penalty for incorrect answers, but students will likely lose if they are unable to answer enough correctly. Overall, this game is an efficient and entertaining way to not only gauge the student's current skill level, but to help them master these concepts in a creative way.
- After playing this game students should be able to:
- Identify and name all six of Clark’s e-learning principles.
- Define all six of Clark’s e-learning principles.
- Explain the differences and/or similarities of Clark’s six e-learning principles.
- Utilize all six of Clark’s e-learning principles to create more effective instructional materials.
Description of the Game and Rules
This game is a simple multiple choice quiz presented in the form of a PowerPoint activity. Students will click through the slides as instructed, and answer the questions they are presented with. Players will take turns until a winner is decided. The official rules of this game are as follows:
Required: 2 Players, Paper, Pencil/Pen.
- Player’s will flip a coin to decide who goes first. (winner of coin flip will be considered Player 1).
- Player’s will start each turn by selecting a category (one of Clark's e-learning principles).
- The player will then spin the wheel to determine the difficulty level (and point value) of the question they will be given.
- They will have 30 seconds to answer the question or else they’ll lose their turn.
- If answered correctly, the player will get the points for that question.
- If answered incorrectly, or time runs out, the player will receive no points.
- Players will take turns answering questions and accumulating points.
- Players will be required to manually keep a running total of their points on a piece of paper.
- Whichever player hits 150 points first wins the game.
List of game elements included in the game, with definition of the game element and justifications for including the game element
- Multiple-Choice Questions
- Presents students with a question as well as 2-4 answer choices. Students click an answer and either receive a message stating that their choice is correct or incorrect. Some questions go into extra detail on why their answer was correct/incorrect.
- The entire concept of this game is a multiple choices quiz, so including this element was a no brainer. It is also a great, and proven, way to test a student's knowledge on a subject.
- Spinning Wheel
- A wheel that spins when the student clicks the appropriate button. It is also divided into 8 sections, and the student selects the difficulty level the wheel lands on when it is spun.
- This type of element was incorporated into the game to add an extra layer of interactivity, and to provide a way for students to be presented with questions "randomly".
- Popup Boxes
- A box that pops up and/or disappears when the student clicks a predetermined element on the screen.
- Was incorporated as a way to present information to the student through the contiguity principle by keeping feedback, and the related element, both on the screen at the same time. Some questions utilize this type of box to inform students as to why their answer was right or wrong.
- Timer Bar
- A bar which slowly fills up (over the course of 30 seconds) to make students answer the question in a timely fashion, and to add an extra layer of difficulty to the game.
- This bar was added to each question slide to graphically show student how much time they have left to answer a question. It also pops a "Time's Up" message when the bar fills up completely.
- Sound Effects & Animation
- Various animations and sound effects which gives the game a more dynamic feel.
- Every slide has some type of animation or sound effect. Primarily when a student picks an answer choice. They are then presented with an animation to reveal whether their choice is right or wrong, and a sound effect (either clapping or a laser) which signifies the correctness of their choices.
- Immediate Feedback
- Under each answer choice is some text telling the student if they were right or wrong. Some answers will instead popup a box to provide extra insight into their choice.
- Immediate Feedback is essential when putting together an activity such as this. It allows the student to instantly understand if they need more practice, or if they have mastered the materials.
- Various Difficulty Levels
- The spinning wheel presents students with questions of various difficulty levels to assist them in mastering the content.
- Point values range from 10-50 and signify how easy or difficult a question is likely to be. This provides an extra challenge to the student so they can experience questions of all difficulty levels.
Clark, R. C., & Mayer, R. E. (2016). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (4th ed.). John Wiley & Sons.
Cognitive Theory of Multimedia Learning. (n.d.). Retrieved April 15, 2016, from https://sites.google.com/site/cognitivetheorymmlearning/
Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.