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Informatics 2018, 5(3), 30; https://doi.org/10.3390/informatics5030030

Designing the Learning Experiences in Serious Games: The Overt and the Subtle—The Virtual Clinic Learning Environment

1
College of Nursing, East Carolina University, Greenville, NC 27858, USA
2
College of Design, North Carolina State University, Raleigh, NC 27695, USA
*
Author to whom correspondence should be addressed.
Received: 24 May 2018 / Revised: 20 June 2018 / Accepted: 26 June 2018 / Published: 29 June 2018
(This article belongs to the Special Issue Virtual and Augmented Reality for Edutainment)
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Abstract

Serious Games are becoming more common in the educational setting and must pass muster with both students and instructors for their learning experience and knowledge building. The Virtual Clinic Learning Environment has recently been developed and implemented at East Carolina University using a design framework based on Bloom’s variables, and in the process of refining those design questions, identifies the methods of how serious games provide an overt and subtle learning experience. The overt learning experience is based in the design questions defined and the subtle experience was derived by examining the idea of sense of place as it relates to the virtual environment. By considering these two streams of learning, designers can avoid pitfalls and build on these design elements of a virtual learning environment. View Full-Text
Keywords: serious games; nursing education; virtual environments; game design; instructional design serious games; nursing education; virtual environments; game design; instructional design
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Peery, J.G.; Pasalar, C. Designing the Learning Experiences in Serious Games: The Overt and the Subtle—The Virtual Clinic Learning Environment. Informatics 2018, 5, 30.

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