This book represents a four-year research and development project. It presents a phenomenological examination and explanation of a functional design framework for games in education. It furnishes a rich description of the experiences and perceptions of performing interdisciplinary collaborative design among experts of very diverse fields, such as learning systems design, architectural design, assessment design, mathematics education, and scientific computing.

With limited empirical research available on online teaching across cultures especially with Native and Hispanic American students, this book will present the findings of a two-year, Spencer-funded study in creating an inclusive (i.e., multicultural and intergenerational) instructional design model for online learning. The book is expected to provide the readers a field guide of teaching approach (comprising pedagogical, technical, relational and other suggestions for teaching) for inclusive e-learning, with a foundation in the research on how students from different cultures and generation groups learn online. This two-year, multi-course-site study, as a first effort to examine online college teaching and learning effective across culture and age, contributed a list of important findings on the following questions: * To what extent are online learning and interaction experiences and performances consistent across varied ethnic/cultural, and age groups and in what ways do they vary? * What online instructional contexts do students and faculty, especially non-traditional and minority students, identify as supporting learning and student success? * What are the relationships between online instructional contexts, online learning performance, and learning success of students with diverse ethnicity/culture and age background? By consolidating the findings for the aforementioned research questions, the researchers of this study have developed a data-driven online instructional design model that can work as a field guide on cross-cultural and intergenerational teaching and learning for online education practitioners.

With limited empirical research available on online teaching across cultures especially with Native and Hispanic American students, this book will present the findings of a two-year, Spencer-funded study in creating an inclusive (i.e., multicultural and intergenerational) instructional design model for online learning. The book is expected to provide the readers a field guide of teaching approach (comprising pedagogical, technical, relational and other suggestions for teaching) for inclusive e-learning, with a foundation in the research on how students from different cultures and generation groups learn online. This two-year, multi-course-site study, as a first effort to examine online college teaching and learning effective across culture and age, contributed a list of important findings on the following questions: * To what extent are online learning and interaction experiences and performances consistent across varied ethnic/cultural, and age groups and in what ways do they vary? * What online instructional contexts do students and faculty, especially non-traditional and minority students, identify as supporting learning and student success? * What are the relationships between online instructional contexts, online learning performance, and learning success of students with diverse ethnicity/culture and age background? By consolidating the findings for the aforementioned research questions, the researchers of this study have developed a data-driven online instructional design model that can work as a field guide on cross-cultural and intergenerational teaching and learning for online education practitioners.