When worlds collide: developing game design partnerships in universities

Richard Tunstall, M Lynch

    Research output: Contribution to journalArticlepeer-review


    A growing body of evidence suggests that relevant, well-designed simulations can make a valuable contribution to students' experiences in training and education and go some way toward meeting the expectations of students who have grown up with immersive, computer-mediated games. Within universities, many barriers exist that may prevent the effective development of this work, in part because of the nature of the traditional roles of both academics and developers who undertake these activities. Through a discussion of the experiences of working within a successful cross-functional team, the authors discuss the practice of developing an innovative eLearning simulation tool for an undergraduate course and how the challenges of combining the developer and educationalist roles were overcome. By synthesizing theories in educational philosophy and game design processes, a conceptual framework for ensuring quality in creative education projects is outlined that may be applied to the development of eLearning and adaptive game projects.
    Original languageEnglish
    Pages (from-to)379 - 398
    Number of pages19
    JournalSimulation and Gaming An Interdisciplinary Journal of Theory Practice and Research
    Issue number3
    Publication statusPublished - 1 Sept 2008


    • world collide


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