Performance–play–dialog (PPD) design model for game-based learning¶
Design · All designs
Evidence · no claims cited
Description¶
The PPD design model views learning through the lens of performance, cultivated through play and dialog, mirroring Dewey's action–reflection dialectic. The article states: "In prior work, we proposed the performance –play–dialog (PPD) design model for game-based learning (Chee, 2011)." In the model, play is instantiated by students playing Statecraft X, where learning to be is experienced in the first person through role taking, and dialog is teacher-facilitated classroom conversation prompting reflection and sense making. The model raises the desired outcome standard to VIP: values, identity, and performance.
Design Implications¶
Context¶
Requirements¶
- Dialog must take place in the classroom during scheduled lesson time and be facilitated by a teacher
- The game must provide a first-person role-taking experience rather than third-person learning about
Constraints¶
- The model was proposed in prior work by Chee (2011) and is applied here to the citizenship education context
Target Learners¶
- 15-year-old secondary school students
Learning Goals¶
- understanding of governance and citizenship
- active citizenship dispositions
Claims¶
Related Designs¶
Examples¶
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Key Sources¶
- Chee, Y.S., Mehrotra, S. and Liu, Q. (2013). Effective Game Based Citizenship Education in the Age of new Media. The Electronic Journal of e-Learning, Vol 11 Issue 1, pp16-28. https://www.ejel.org
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
ppd-performance-play-dialog-model |
title |
Performance–play–dialog (PPD) design model for game-based learning |
description |
The PPD design model views learning through the lens of performance, cultivated through play and dialog, mirroring Dewey's action–reflection dialectic. |
status |
review |
generated |
by process:settle-candidates on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — chee-2013 |
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