Providing Instruction and Practice through Game-Based Technology

Award Information
Agency:
Department of Defense
Amount:
$749,718.00
Program:
SBIR
Contract:
W91WAW-10-C-0044
Solitcitation Year:
2008
Solicitation Number:
2008.3
Branch:
Army
Award Year:
2010
Phase:
Phase II
Agency Tracking Number:
O2-0944
Solicitation Topic Code:
OSD08-CR6
Small Business Information
Soar Technology, Inc.
3600 Green Court, Suite 600, Ann Arbor, MI, -
Hubzone Owned:
N
Woman Owned:
N
Socially and Economically Disadvantaged:
N
Duns:
009485124
Principal Investigator
 Michael van Lent
 CEO and Chief Scientist
 (734) 327-8000
 vanlent@soartech.com
Business Contact
 Andrew Dallas
Title: VP Federal Systems
Phone: (734) 327-8000
Email: adallas@soartech.com
Research Institution
N/A
Abstract
State-of-art, game-based training environments are representative of real world situations and tasks, and they provide highly motivating practice in a form that is inexpensive and portable. However, practice by itself is not an efficient way to learn. Instruction, guidance, and feedback should accompany the practice experience for effective game-based training. The goal of game-based instruction (GBI) is to integrate evidence-based instructional design into serious games, “bringing the classroom into training games.” Our research identified a significant disconnect between the instructional design and game design and development processes, which is a key barrier to the realization of effective instruction in serious games. We propose to create two, complementary sets of tools (GUIDE and GUIDR) for integrating the products of instructional design into the game development process. The GBI Unified Instructional Design/Development Editor (GUIDE) is a collaboration tool for enabling instructional designers and game designers to translate between, compare, and combine instructional design products with game-design products. GBI Unified Instructional Development Runtimes (GUIDR)are software plugins that augment a game-programmer’s existing toolkit with new capabilities targeted at assessing a student’s level of skill, tracking student progress, and delivering feedback and guidance. In Phase II of the GBI effort, we plan to create prototypes of GUIDE and GUIDR and apply the tools in two very different training domains: culture-specific communication and tactical leadership.

* information listed above is at the time of submission.

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