This creation-as-research thesis examines the semiotics of multimedia and interactivity within the context of instruction, focusing on theoretical and practical representations in video 
game design, and the cultural models therein. There are 4 parts to this thesis 1) A traditional written document; 2) A 15-Module Online Course in video game design entitled Gaming, Interactive, and Multiplatform Media; 3) 15 Summary Videos of the online course in video game design; 4) The performative creation-as-research dissertation presentation. This thesis highlights the teaching practices surrounding video game design principles, while emulating those design principles as part of the instructional platforms. The 4 parts of this thesis, collectively, are a manifestation of the findings in the written component, which suggests that video games, through their innate interactivity via the inclusion of multimedia as part of their design, hold critical implementation frameworks for course-based instructional design, when multimedia is used as part of the instructional process.