When games are approached as a pedagogical methodology, the homologies between games and technical communication are highlighted: pedagogy that teaches people to play and succeed within certain confines; classroom assessment that provides meaningful feedback to encourage self-improvement; instructional design that incorporates gaming theory and game design principles; and usability to ensure optimum success. This paper provides an overview of these topics for instructors to consider when designing a technical writing course as a game.
This is an author-produced, peer-reviewed version of this article. The final, definitive version of this document can be found online at Journal of Technical Writing and Communication, published by SAGE. Copyright restrictions may apply. doi: 10.1177/0047281615578846
Finseth, Carly. (2015). "Theorycrafting the Classroom: Constructing the Introductory Technical Communication Course as a Game". Journal of Technical Writing and Communication, 45(3), 243-260. http://dx.doi.org/10.1177/0047281615578846