Norms in Gaming Instructional Materials: Goals or Design Principles

Abstract

In this paper, we reviewed the changes of research aims of our gaming instructional materials developed for informational moral education and examined them from the following two perspectives: gaming to nurture norms and the design principle as norms of gaming instructional materials. Regarding the former, we integrated and expanded the norms to be acquired through the “three types of knowledge,” “informatical ways of viewing and thinking,” and “warp and woof model of problem solving.” Consequently, it has been developed from cyber ethics education for safe use of computer and network in daily life, to citizenship education to evaluate whether each information system proposed by the government and private companies improves our society. For the latter, we focused on the superiority of gaming instructional materials with cognitive science keywords, such as analogy, readiness, general-purpose strategy, transfer, metacognition, etc., and developed design principles such as knowledge acquisition mode and exercise mode, utilization of log, and 5W1H frame of knowledge. Although both have been integrated once in the form of metacognitively aware and informed instruction of a normative model, curriculum design principles, like the new backward design method, will be crucial to instruct a normative model systematically with multiple gaming instructional materials.