The playable case study: An online simulation for skill and attitudinal learning


playable case study, instructional design, instructional simulation


In this chapter we examine how knowledge- and skill-based learning might be integrated with broader views of learning that also account for changes in percep- tions of the discipline and attitudes toward professional practice. We do so by reporting our work on a mixed-reality educational simulation that we call a Playable Case Study (PCS). First, we describe the elements that define a PCS. Next, we describe a specific PCS designed to introduce students to the field of cyberse- curity and report survey data from a recent pilot study that illustrates the types of attitudinal- and skill-based learning this type of simulation might encourage. Finally, we describe insights we gained from our findings about how the PCS simulation could further facilitate students’ learning more than only the knowledge or factual components of a discipline.

Original Publication Citation

Winters, D. M., McDonald, J. K., Hansen, D. L., Johnson, T. W. Balzotti, J., Bonsignore, E., & Giboney, J. S. (2020). The playable case study: An online simulation for skill and attitudinal learning. In Hokanson, B., Clinton, G., Tawfik, A. A., Grincewicz, A., & Schmidt, M. (Eds.), Educational technology beyond content: A new focus for learning (pp. 127-140). Springer Nature Switzerland AG.

Document Type

Book Chapter

Publication Date


Permanent URL


Springer Nature Switzerland AG




David O. McKay School of Education


Instructional Psychology and Technology

University Standing at Time of Publication

Associate Professor