Iterative Didactic Design of Serious Games

Abstract

In this paper we present a novel approach for the development of serious games that integrates elements from instructional design with the iterative design methodology used in commercial game development. Our approach is motivated through a theoretical model of game based learning that borrows key concepts from Heinz Von Foerster’s epistemology of radical constructivism and James Paul Gee’s three-identity model. We furthermore detail how our approach was used in the development of Ludwig, an award winning physics learning game for middle school classroom use. An evaluation of how our method proved successful in the development of Ludwig along with an outlook on future research concludes this paper.