This chapter looks at game based pedagogy from the design perspective. We begin by considering who our learners are and who ‘digital natives’ really are. Then we take a second look at the teacher’s roles in GBP and what it means to enter the magic circle. We begin to look at the 'wicked problem' of creating lessons that use games and create a rough hierarchy for learning interventions which we will use to help us scope the lesson planning task. Finally we look at instructional design as it applies to DGBL and see how to leverage some ID models for our purposes.

Chapter Goals

• Consider today’s ‘digital native’ and look at what that means to game based pedagogy.
• Examine the connection between Instructional Design, Lesson Planning and Wicked Problems.
• Explore the instructional design models that are most relevant to digital game-based pedagogy.
• Develop an instructional design model for using games in the classroom

1. Introduction
2. The Myth of the Digital Native
3. Teacher Roles and the Magic Circle
4. Beginning at the Beginning
5. Instructional Design and Lesson Planning are Wicked Problems
6. Instructional Design Models for DGBL