Challenge #11: Use Appropriate Message and Visual Design Principles
Artifiact: EDCI 672 Small Scale Lit Experience (kiosk design)
Reflection:
In EDCI 672 I developed a brief kiosk design as part of a small-scale literature experience. The assignment was part of a case study where the designer had to design a kiosk to accommodate learners at different age levels, with different levels of expertise, and different native languages. There are several ways in which I incorporated message and visual design principles into my kiosk design. I will first review the message principles I applied followed by the visual design principles.
Message Design Principles
The first message design principle I use in my design is clarity and simplicity. I use plain language, avoid using abbreviations or language that may not be comprehensible by the audience, and structure information logically. Additionally, I chose to reduce cognitive load by limiting the amount of text on the kiosk slide, which makes the message easier to process and remember.
The second message design principle I use in my design is cognitive load management. I do this by presenting information in digestible chunks and I use various visuals to support the text on the kiosk slide. This helps the audience retain information by connecting the text and the imagery, while preventing overwhelm.The final message design principle I use in my design is developing an audience-centered design. The scope of my audience for this assignment was large as it ranged from children and families to educators and students to environmental enthusiasts to tourist’s and the public who are all likely to visit a marine museum. In my design, I chose to tailor the message to the needs, preferences, and background of the target audience as people are more likely to engage with and understand messages that feel relevant to them. For example, I added “fun facts” to keep the messaging relevant to the audience.
Visual Design Principles
The first visual design principle I use in my kiosk design is repetition of colors and fonts. For example, my color choices are tied to the topic at hand and I tend to maintain and repeat the colours. I also repeat the font, which is called Barlow. The purpose of doing this is to reinforce consistency and unity in the design.
The second visual design principle I use in my kiosk design is contrast. The purpose of doing this is to make elements stand out and improve readability. For example, on dark backgrounds, I use a white color font, so it stands out. If I chose a light color background and a light color font then that makes the design very difficult to see. Similarly, I have added various image backgrounds to my kiosk design. If I didn’t add an additional colored block on top, then the text would become very difficult to read on top of the image.
These design practices also ensure that the design is accessible by all audiences and is ADA compliant. The final visual design principle I use in my kiosk design is proximity. The purpose of doing this is to group connected elements together to improve the overall organization of the design. For example, on the “Welcome to the Wetlands Exhibit” slide I ask the user to pick a language. All the language options are grouped together on one slide as opposed to having different language options on different slides. Another example is on the “Learning Centre” slide I group the images and the text together. It wouldn’t make sense from a visual design standpoint if I showcased an image of a wetland, but I grouped it with the great barrier reef caption or if the image and text are too far apart.
Prior Knowledge and Reflection on Experience: Message and Visual Design Principles
Before stepping into the Instructional Design field, my understanding of message and visual design principles was limited. I selected fonts, colors, and designs based on my personal preference. But as I began working in the field and collaborating with senior content developers/writers and designers, it helped me formulate knowledge on these topics and the importance of message and visual design. I quickly realized how powerful these principles are in shaping clarity, engagement, and learner outcomes. I'm still sharpening and refining my design choices and most importantly to design with the learner in mind!
Challenge #12: Select or Create an Instructional Design Process Based on the Nature of the Project
Artifact: EDCI 577 Evaluation Plan
Reflection:
For this challenge, I will showcase my Evaluation Plan to explain the how I determined which instructional design model I used and why. As part of the evaluation plan project in EDCI 577, my partner and I decided to use the Kirkpatrick model of evaluation to determine ways in which we could evaluate existing Breast Cancer Survivorship Programs at the Breast Cancer Education & Survivor Support Program (BCESSP) at a large, regional Health System in Michigan that has been in existence for over 25 years. Our evaluation plan had three parts, which includes an Evaluation Plan Proposal and a plan part 1 and part 2, which are versions of the original proposal but enhanced and more complete versions. The Kirkpatrick Model of evaluation breaks evaluation down into four levels:
Reaction: This measures how participants respond to the training
Learning: This assesses what knowledge, skills, or attitudes learners have gained
Behavior: This evaluates whether participants apply what they learned on the job
Results: This considers the overall impact on organizational goals.
The Kirkpatrick model of evaluation helps organizations understand not just whether participants enjoyed the training, but also whether it led to meaningful changes and improvements. The ADDIE Model, which stands for Analysis, Design, Development, Implementation, and Evaluation, while it is incredibly useful for guiding an instructional design process, its evaluation phase tends to be built into each phase, rather than offering a standalone, comprehensive structure for measuring training outcomes.
The ADDIE model is an excellent choice for designing learning experiences, but it doesn’t offer the same depth as Kirkpatrick when it comes to analyzing post-training impact, such as changes in behavior or organizational results. Similarly, the Dick and Carey Model focuses on the systematic design of instruction, emphasizing the relationships between context, content, and learner needs. It's strong in identifying instructional goals and assessing learning through aligned objectives, but its evaluation tends to be limited to instructional effectiveness and learner achievement, without extending into behavioral or organizational metrics.
The Kirkpatrick Model was the best choice for developing an evaluation plan because of its holistic and layered approach. It moves beyond surface-level feedback and digs into whether learning occurred, whether it led to behavior change, and whether those changes produced measurable results for the organization. Its clear structure makes it adaptable across industries, and it encourages evaluators to think strategically about both short-term engagement and long-term outcomes.
Prior Knowledge and Reflection on Experience: Selecting an Instructional Design Process
My first exposure to the Kirkpatrick Model was in the EDCI 577 class, where we had to apply the model to an existing real-life program. Prior to this class, while I have had experience with the different levels of the Kirkpatrick model especially level 1: Reaction and level 2: learning, I never knew there was a learning model for it nor did I have any hands-on experience applying it to any formal instructional design processes. Now I understand how much depth and structure it could bring to evaluating training effectiveness within the workplace setting. However, I’m still learning how to use it with intention and how to ask the right questions, collect meaningful data, and design programs with evaluation baked in from the begining rather than the later stages like the ADDIE model.
Challenge #13: Identify and Select Existing Materials That Support the Content Analyses Proposed Technologies, Delivery Methods, and Instructional Strategies
Artifiact: EDCI 556 Game Design Document
Reflection:
For this challenge, I will showcase my Game Design Document and game design prototype to explain the connection between my content analysis and instructional materials I selected. I am an adult educator who works in the Learning, Design and Development (LD&D) space and I find it’s always challenging to curate engaging learning experiences for adults vs. younger audiences. For this project I was tasked to develop a game prototype, and I chose to develop a game that I found was suited for my audience called 'Team Up.'
Selection & Creation of Instructional Materials
Team Up is designed to promote active or cooperative learning that is engaging and interactive; a game that focuses on soft skill development and promotes key skills amongst the group of learners seemed like the best solution. My game offers various categories that represent soft skills and have related team-based challenges that mimic real-life scenarios that the players must ‘Team Up’ to solution. Generally, hard skills are easier to develop through on-the-job training, shadowing, teach-backs and so forth.
On the other hand, teaching adults’ soft skills in the workplace often proves more challenging than hard skills because it requires shifting deeply ingrained behaviors, attitudes, and mindsets, which are things that aren’t easily measured or mastered through standard training. While hard skills follow logical steps and can be practiced with clear outcomes, soft skills demand emotional intelligence, self-awareness, and consistent interpersonal feedback.
Hence, my game hopes to target soft skill development and allows learners to develop these skills in an interactive game format and using scenarios that they may be presented with in their role. Since the game is targeted at adult learners in the workplace and specifically those who are interested in the management level or at the management level, the game is designed to be available online as well as in-person. The game would be most effectively played in-person but again that option for working professionals in available through a Teams or zoom meeting.
Reflection on my Experiences
I have worked in the learning and education space for over five years now where I have had the opportunity to develop training on soft skill development. I have also completed a lot of online training available through LinkedIn Learning, OpenSesame and other online learning platforms to upskill myself on soft skills like communication and teamwork. However, I don’t think watching courses has been as effective for me versus the opportunity to engage in real conversations or work on actual projects with others. I learn by doing or what one may refer to as “hands-on learning.” That is exactly the experience I hope to recreate through my game - teach learners who play ‘Team Up.’ It’s about imagining yourself in a scenario and working with your team members to come up with the right solution to a situational problem, and through the process you build on skills (or new ones) that will be useful in a workplace context.
Challenge #14: Identify and Sequence Instructional Goals
Artifact: Game Design Document
Reflection:
For this challenge, I will showcase my Game Design Document and game design prototype to explain the how I developed learning objectives for my game and how they were sequenced. As a recap, in EDCI 556 I designed a prototype for a team-based game called ‘Team Up.’ The idea is that this game would be played by adult learners within a corporate workplace setting who are aspiring leaders as it promotes scenario-based soft skill development.
Learning Objectives
The learning objectives I developed as part of my game design documentation are the following:
Recognize the role of effective communication in fostering teamwork and achieving shared goals by identifying verbal and non-verbal communication techniques and by adapting leadership style to align with diverse audiences
Apply conflict resolution strategies in leadership scenarios by identifying conflicts, explore resolution styles, and collaboratively select appropriate strategies to navigate workplace tension
Apply effective interpersonal communication by practicing active listening and empathy to build trust and facilitate productive dialogue during challenging interactions
Demonstrate strong collaboration and communication skills to enhance team dynamics and productivity by engaging in team-based challenges to practice inclusive collaboration, and navigate differing viewpoints
Implement key soft skills to lead and support team members effectively in a leadership role by applying emotional intelligence, active listening, and decision-making skills to delegate tasks, mediate team conflict, supporting peer growth and more
Develop a leadership action plan for how you will actively embed or integrate these skills into your role
Reflect on your leadership style and team contributions by analyzing your role and decision-making process within team activities, identifying strengths and areas for growth in leading and supporting others
Objective Sequencing
These learning objectives are meant to act as a guide so that learners know exactly what knowledge or skills they should accomplish by the end of the gameplay. The purpose of sequencing the learning objectives in this order is to then design a game where it gradually progresses and builds off the first learning objective. Progressively, the scenarios/challenges in the game become more challenging. Additionally, I sequenced the learning objectives of the game in a way that focuses on building cognitive scaffolding starting with verbs from Bloom’s Taxonomy. For example, I begin with informing the learner that they need to first recognize, demonstrate and showcase the ability to apply a certain skill. Then, the learner is informed that they will need to implement what they have learned into their role, reflect, and eventually develop an action plan that summarizes their plan of action.
Prior Knowledge and Reflection on Experience: Identifying and Sequencing Instructional Goals
Prior to the EDCI 556 class, I never developed a gameplay experience for a learning audience. My experience in developing and sequencing instructional goals has primarily been in traditional course formats both eLearning modules and instructor-led training (ILT). In those settings, I focused on aligning objectives with measurable and actional outcomes such as "by the end of this course, you should be able to", and Bloom’s Taxonomy to develop outcomes that are actionable and start with a verb. The learning outcomes/goals were typically structured to support knowledge acquisition, skill development, and performance improvement.
When transitioning into game-based learning, I applied a similar lens, particularly because the game I designed focused on adult learners and soft skill development. That context shaped how I approached the learning goals: instead of reinventing the wheel, I adapted familiar course-based objectives to suit the interactive nature of gameplay. For example, instead of a passive objective like “explain the role of effective communication in fostering teamwork” I focused on encouraging learners to apply, demonstrate, develop and implement newly learned skills through game scenarios.
However, I believe that learning objectives or goals in games need to balance cognitive outcomes with engagement and playability. I’m still building experience in this space and will continue to build on my knowledge on how I can blend instructional strategies with game mechanics especially in a workplace enviornment.
In EDCI 528, I developed several resources to support my Solutions & Change Management report – a paper/digital based on-the-job checklist for trainers, a job aid for learners, and a survey questionnaire for post-training evaluation. In addition, I developed a blended-learning pitch deck for the executive sponsors which aims to highlight the current state and desired future state and how my planned interventions will help the organization achieve it.
The resources I developed:
Customer Experience Personnel Checklist, Applicant Documentation Process: This checklist is designed as a solution to support the trainers within CX and is beneficial for several reasons such as:
Improved Consistency and Quality: A checklist ensures that tasks are completed in a standardized way every time. This consistency helps maintain high quality across operations, reducing errors and missed steps.
Better Accountability and Tracking: With an on-the-job checklist, it's easier to track learner progress and hold them accountable for completing their assigned tasks. It provides a record of what has been done and what needs attention, which is useful for performance reviews or audits.
Job Aid: This job aid is designed to support learners as they complete a given task.
Reduces errors and increases error accuracy: A well‑designed job aid gives learners a quick, reliable reference now they need it, which helps them follow the correct steps and avoid mistakes especially in complex processes.
Improves efficiency and saves time: Instead of relying on memory or searching lengthy manuals, learners can complete tasks faster by following a concise, step‑by‑step guide.
Survey: This survey is designed for program managers/supervisors to collect data about the impact and effectiveness of the training.
Measure Training Effectiveness: Surveyshelp assess whether learning objectives were met, they reveal how well learners understood and retained the material, and they identify gaps in knowledge or areas that may require additional reinforcement.
Enhance Future Training Programs: Surveysenable data-driven decisions for curriculum updates; they help tailor future sessions to better suit learner needs while building a culture of continuous improvement and responsiveness.
The on-the-job checklist and job aid I designed as a part of this project are effective due to their clean layout, intuitive flow and ensuring minimal cognitive load on the learner. What worked particularly well was applying principles of visual design and content chunking, which make it easier for the learner to consume the content in the resources. One challenge in the design process was ensuring the materials remained accessible and intuitive for a wide range of users with varying levels of experience. Overall, as an instructional designer, I can continue refining the effectiveness of the instructional products I design. This means regularly seeking input from end users, keeping accessibility top of mind, and staying current with design trends and technologies that enhance overall learner clarity and engagement. Prioritizing simplicity, consistency, and adaptability across formats will help me ensure that materials remain practical and relevant to the learners I am designing for.
Building Instructional Materials in a Variety of Formats
Developing instructional materials in a variety of formats ensures that diverse learning styles and needs are met, making education even more inclusive and effective. Whether it's job aids/quick reference guides, eLearning, video or simulation, each format offers unique ways to engage learners and reinforce understanding. Flexibility in design also allows instructional designers or educators to adapt content for different environments such as synchronous or asynchronous. Ultimately, this enhances accessibility, retention, and learner motivation.
Reflection of Previous Experiences
Reflecting on my experience as a Learning & Development Specialist, I’ve had the opportunity to design instructional materials that drive performance and engagement across diverse learner audiences. Whether crafting job aids to support on-the-job learning, developing on-the-job checklists to reinforce job/role-based accuracy, or designing surveys to assess training effectiveness, I’ve applied a learner-centric approach rooted in adult learning principles. Additionally, developing pitch decks to communicate training initiatives to stakeholders has furthered my ability to align L&D strategies with overall business goals, ensuring that every resource I develop is both practical and impactful.
In EDCI 556, I developed a video game prototype to for a game called “Team Up!” I believe people develop their soft skills through exposure to situational experiences and my game is designed to help adult learners within a workplace setting to develop and strengthen their soft skills through the game.
The Instructional Goals of the Project
The key instructional goals of the project were:
Evaluate and Test Game Mechanics: This goal is tied to creating a prototype that allows others to successfully play and evaluate the game’s rule base and mechanics. It’s meant to give the game developer/student (in this case me) gives the opportunity to test if the game works as intended, identify any issues, and make improvements based on player feedback. Students were asked to submit a test report based on the testing experience and feedback with the intended audience of the game.
Communicate Game Vision: This goal is tied to developing a prototype that clearly communicates the developer/students’ (in this case me) vision for the game. Overall, the goal for me was to demonstrate I could convey the intended experience, theme, and mechanics to others, so they can better understand and engage with the game.
Scope Representation: The third goal of the project was to ensure that the prototype represents a reasonable scope of my game.
Process of Selecting Instructional Strategies
In selecting instructional strategies for my game, I focused on promoting collaboration and teamwork, which is why I chose a cooperative learning style. I considered how gamifying usually difficult topics such as developing communication skills, managing team conflict, developing empathy etc., that are easy to learn through attending workshops or completing courses, but harder to practice and embody. The intention of the game was to encourage players to work together toward common objectives, rather than compete against one another. This approach ensures that players must communicate, strategize, and rely on each other's strengths to succeed, which aligns with the goal of creating an engaging, team-based experience. I also made sure the rules and game design facilitated equal participation and allowed players to take on different types of roles, giving everyone a chance to participate, promoting teamwork and problem-solving.
Benefits of Cooperative Learning
Enhanced Social Interaction: Cooperative learning encourages players to interact, share ideas, and work through challenges together, improving their interpersonal communication skills. This fosters a positive group dynamic and can build a sense of community among players.
Increased Engagement and Motivation: When players are working toward a shared goal, they are more likely to stay motivated and engaged. Cooperation creates a sense of collective responsibility, where success or failure is a group effort, making the experience more meaningful and rewarding for everyone involved.
Reflection of Previous Experiences My experience in the video game design class has been both challenging and enlightening. Although I don’t have much experience in the field of game development, I decided to approach my project from the perspective of an Instructional Designer (ID). I focused on creating a game prototype that could help develop soft skills, something I often see as a challenge in the workplace. While the project wasn’t exactly a "video game" in the traditional sense, it gave me the opportunity to think critically about how games can be used as tools for learning and skill-building. While I found the process to be a little more difficult then I expected or hoped, especially given my lack of technical experience, it provided valuable insights into how gameplay can be structured to address real-world challenges in professional environments.
In EDCI 556, I developed a game design document to support my game concept. In the design document I outline key concepts such as the intention of the game, the target audience, implementation context, learning objectives, game mechanics and elements, how AI will be leveraged, story overview, and how the user interface will look like. In this reflection I will describe my process for establishing clear and measurable learning outcomes to help the learners understand the learning processes within the game and how the learning outcomes relate to the overall instructional plan to support the learning processes identified.
Establishing Actionable Learning Outcomes
The audience of my game is adult learners so my goal was to developed learning outcomes/objectives that would suit their needs. To establish clear and measurable learning objectives for an adult learning-based game, I identified the specific knowledge, skills, or behaviors learners should be able to demonstrate after gameplay. I use action-oriented verbs from Bloom’s Taxonomy (e.g., recognize, apply, demonstrate, develop) to ensure objectives are observable and assessable. I then aligned each objective with key soft skills learners would develop in the game to further reinforce relevance. The learning objectives I developed for my game are:
Recognize the role of effective communication in fostering teamwork and achieving shared goals by identifying verbal and non-verbal communication techniques and by adapting leadership style to align with diverse audiences
Apply conflict resolution strategies in leadership scenarios by identifying conflicts, explore resolution styles, and collaboratively select appropriate strategies to navigate workplace tension
Apply effective interpersonal communication by practicing active listening and empathy to build trust and facilitate productive dialogue during challenging interactions
Demonstrate strong collaboration and communication skills to enhance team dynamics and productivity by engaging in team-based challenges to practice inclusive collaboration, and navigate differing viewpoints
Implement key soft skills to lead and support team members effectively in a leadership role by applying emotional intelligence, active listening, and decision-making skills to delegate tasks, mediate team conflict, supporting peer growth and more
Develop a leadership action plan for how you will actively embed or integrate these skills into your role
Reflect on your leadership style and team contributions by analyzing your role and decision-making process within team activities, identifying strengths and areas for growth in leading and supporting others
How Learning Activities in the Game Supports the Learning Process
The learning activities in the game are designed to support the cooperative learning process by placing learners in realistic workplace scenarios where they must work together to solve challenges. For instance, by assigning different roles within the group, each participant contributes unique perspectives and skills, fostering engagement. Through opportunities for collaboration, reflection, and structured decision-making, learners practice key soft skills such as communication, conflict resolution, teamwork etc., in a safe environment.
Reflection of Previous Experiences
I have had many opportunities in my current and previous roles with developing clear, actionable and specific learning objectives to drive engaging and meaningful learning experiences delivered through synchronous and asynchronous learning experiences. However, I found developing LOs for a game-based learning experience to be a bit more challenging. In traditional formats, the focus is often on clear, measurable outcomes that align with specific content delivery, making it easier to define success. However, with a game, there’s a need to strike a balance between creating objectives that are measurable and specific, while also ensuring they are motivating and engaging for learners given the exciting and dynamic nature of games.