Balancing competing goods: Design challenges associated with complex learning
instructional design, information technology
In this chapter, we report some of the difficulties we have encountered as we have attempted to design simulations that are authentic to a professional environment while also adequately scaffolding learning tasks so they are both achievable and motivating for students. We specifically report our study of these tensions in the context of adding an ethical dilemma to a cybersecurity simulation.
Original Publication Citation
Neupane, A., Gedris, K., Mcdonald, J. K., Hansen, D. L., & Balzotti, J. (2021). Balancing competing goods: Design challenges associated with complex learning. In B. Hokanson, M. Exter, A. Grincewicz, S. Matthew, & A. A. Tawfik (Eds.), Learning: Design, engagement and definition (pp. 181–190). Springer Nature Switzerland AG. https://doi.org/https://doi.org/10.1007/978-3-030-85078-4_14
BYU ScholarsArchive Citation
Neupane, Aatish; Gedris, Kira; McDonald, Jason K.; Hansen, Derek L.; and Balzotti, Jonathan, "Balancing competing goods: Design challenges associated with complex learning" (2021). Faculty Publications. 5592.
David O. McKay School of Education
Instructional Psychology and Technology
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