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Authentic Learning Experiences Through Play: Games, Simulations and the Construction of Knowledge

机译：通过游戏获得真实的学习体验：游戏，模拟和知识建构

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摘要

Games and simulations have become the learning resource du jour in e-learning circles, suggested as the solution to a wide range of learning objectives. However, the results of previous endeavours in this arena have been mixed, causing many educators to approach games with some trepidation. Coupled with the overly-hyped and only marginally effective ‘edutainment’ market in the 1990s, many educators and trainers have been left with a sceptical view of what is popularly regarded as another attempt to merge learning and fun. Yet there is an important consideration that is often overlooked as we lump learning games and simulations into one general category of learning resource, though we may refer to them by a wide range of monikers. Games and simulations are only as effective as the pedagogical approach that is employed. Furthermore, their effectiveness must be measured against the learning objectives and methods selected vis a vis the needs of the resource’s learners. Unfortunately, this is often not the case. Many learning games from both the ‘edutainment’ era and today offer only traditional didactic methods in disguise, a practice described by game designer and writer Brenda Laurel as serving ‘chocolate-covered broccoli’ (Laurel, 2001). In these cases, the content and teaching method are entirely unchanged from their non-game origins, so only the presentation style differs. Linear content is repurposed into an open-ended game context, a bit like shoving a square peg into a round hole. But this is not to say that these sorts of learning games have no place. They can often provide the motivation to learn in cases where the learners have no motivation to engage with the materials. Wrapping "boring" content in a trivia or shoot-em-up game format might make material that just needs to memorised a bit easier to "swallow". Repeated engagement with interactive drill-and-practice environments provides the repetition that may be needed for learners to memorise and retain the content. However to truly leverage the potential of games and simulations, one must look at what they do best, and at what they can do better than any other type of learning resource. In the past, we have tended to focus primarily on games’ ability to motivate and engage. While certainly an important component of the learning experience, to say that games simply motivate does them a tremendous disservice. So while part of the motivation may stem from novelty effects or competitive enjoyment, the best types of engagement stem from the learner’s enjoyment of a more effective learning experience, one that puts them in control and encourages active participation, exploration, reflection and the individual construction of meaning. It might be fun, or it might be the phenomenon that Seymour Papert refers to as ‘hard fun’ (Papert, 2002), enjoyment derived from a challenging but meaningful learning experience. This idea of a more effective learning experience is in no way new. Many theorists and educators have come to believe that we learn most readily from experience. From Dewey to Bruner, Rogers and beyond, great learning theorists have maintained that human beings learn from a process involving the personal construction of knowledge via the experience of ‘authentic’ situations that build on current or past knowledge. Over the decade, this perspective has been refined as constructivist learning. Interestingly, constructivist principles are particularly applicable to adult learners. Andragogical principles stipulate that adult learners learn best in environments where they control the learning experience and can understand its context, relevancy and applicability. Constructivist approaches appeal to the adult learner because they place the learner firmly at the centre of their experience and assume an active role in the construction of knowledge. Games and simulations can be incredibly effective when employed using constructivist principles. In this regard, they are especially good for: · Allowing learners to practise skills in a safe, private environment. · Offering a unique opportunity to engage learners who have may have struggled in traditional education/training environments, i.e. lower literacy or kinaesthetically-oriented students. · Allowing learners to access and repeat learning on their own terms and at their own pace, as many times as they need to. This is not a process of memorisation, however, so much as internalising systems, steps or processes. · Facilitating social learning by fostering ongoing collaboration and relationships between learners. · Providing for a customised environment that takes a learner\u27s skills and context into account. · Supporting active participation through group play, reinforcing important practical skills like group communication, project management, conflict resolution, and group brainstorming. · Accessing the higher order skills in Bloom’s Taxonomy (evaluation, synthesis, analysis, application). · Practicing decision-making, leadership and other performance skills that are achieved through experience. · Shifting perspectives by allowing learners to experience situations from varying points-of-view. · Allowing learners to access experiences that are difficult or impossible in the real world. · Allowing formative assessment to be built-in to the experience, benefiting both learner and instructor. Drawing upon the ideas of Jean Lave, Etienne Wenger, Lev Vygotsky, Clark Aldrich, Marc Prensky, Roger Schank and others, this paper considers various learning theories and case studies that lend support to the idea that virtual environments can provide an authentic constructivist learning experience, when designed with that specific pedagogical approach in mind. The paper will also provide a framework and principles to assist designers in understanding whether the game or simulation they are creating for educational purposes meets its full potential by adhering to constructivist principles. Finally, a selection of educational games and simulations will be presented and evaluated according to their respective pedagogical approaches and demonstrated learning effectiveness. Keywords:, learning, interactive, interaction, games, simulations, collaboration, constructivist, construction, education, learning theory, training, knowledge. (note: also open to short paper or other format)
机译：游戏和模拟已成为电子学习界必不可少的学习资源，被建议作为解决广泛学习目标的解决方案。但是，先前在该领域所做的努力的结果参差不齐，导致许多教育工作者对游戏充满恐惧。再加上1990年代过度夸张且仅勉强有效的“娱乐”市场，许多教育工作者和培训师对此持怀疑态度，人们普遍认为这是融合学习与乐趣的另一种尝试。然而，当我们将学习游戏和模拟归为学习资源的一类时，通常会忽略一个重要的考虑因素，尽管我们可能会用各种各样的绰号来指称它们。游戏和模拟仅与所采用的教学方法一样有效。此外，必须根据针对学习者的需求选择的学习目标和方法来衡量其有效性。不幸的是，情况往往并非如此。许多来自“娱乐性”时代的学习型游戏，如今都只提供传统的变相教学方法，游戏设计师和作家布伦达·劳雷尔（Brenda Laurel）将这种做法描述为“巧克力覆盖的西兰花”（Laurel，2001年）。在这些情况下，内容和教学方法与非游戏起源完全相同，因此仅表现方式有所不同。线性内容被重新用于开放式游戏环境，有点像将方形钉塞入圆孔。但这并不是说这些学习游戏没有位置。在学习者没有动机参与教材的情况下，他们通常可以提供学习动机。用琐事或射击游戏形式包装“无聊”的内容可能会使需要记忆的材料更容易“吞噬”。与交互式钻研练习环境的重复参与提供了学习者记忆和保留内容所需要的重复。但是，要真正利用游戏和模拟的潜力，就必须研究它们最擅长的方面，以及与其他任何类型的学习资源相比它们都能做得更好的方面。过去，我们倾向于将重点主要放在游戏的激励和参与能力上。虽然游戏当然是学习经验的重要组成部分，但说游戏只是激发了他们的积极性却给他们带来了极大的伤害。因此，尽管部分动机可能来自于新颖性效应或竞争性享受，但最佳的参与类型却来自学习者对更有效学习体验的享受，这种学习体验使他们处于控制之中，并鼓励他们积极参与，探索，反思和个人建设。意义。这可能是有趣的，也可能是西摩·帕佩特（Seymour Papert）称其为“艰苦的乐趣”（Papert，2002）的一种现象，这种乐趣来自具有挑战性但有意义的学习经验。这种更有效的学习体验的想法绝不是新鲜事物。许多理论家和教育家开始相信，我们最容易从经验中学到东西。从杜威到布鲁纳，罗杰斯及其他地区，伟大的学习理论家都认为，人类会通过基于当前或过去知识的“真实”情况的经验，从涉及知识的个人建构的过程中学习。在过去的十年中，这种观点已被提炼为建构主义学习。有趣的是，建构主义原理尤其适用于成年学习者。人类学原理规定，成年学习者在控制学习经历并能理解其背景，相关性和适用性的环境中学习得最好。建构主义的方法之所以吸引成年学习者，是因为他们将学习者牢牢地置于经验的中心，并在知识的建构中发挥了积极作用。使用建构主义原理进行游戏和模拟会非常有效。在这方面，它们特别有利于：·允许学习者在安全，私密的环境中练习技能。 ·提供一个独特的机会来吸引可能在传统的教育/培训环境中挣扎的学习者，即较低的读写能力或以运动学为导向的学生。 ·允许学习者按照自己的条件和步调访问和重复学习，所需次数不限。但是，这不是一个记忆过程，而是内部化系统，步骤或过程。 ·通过促进学习者之间的持续合作和关系来促进社会学习。 ·提供一个定制的环境，其中要考虑学习者的技能和背景。 ·通过小组比赛支持积极参与，增强重要的实践技能，例如小组沟通，项目管理，解决冲突，并进行集体讨论。 ·掌握Bloom分类法中的高级技能（评估，综合，分析，应用）。 ·练习通过经验获得的决策，领导能力和其他绩效技能。通过允许学习者从不同的角度体验情况来改变观点。 ·允许学习者获得在现实世界中困难或不可能的体验。 ·允许将形成性评估内置到体验中，使学习者和讲师都受益。借鉴Jean Lave，Etienne Wenger，Lev Vygotsky，Clark Aldrich，Marc Prensky，Roger Schank等人的观点，本文考虑了各种学习理论和案例研究，为虚拟环境可以提供真实的建构主义学习经验提供了支持。 ，在设计时要考虑到特定的教学方法。本文还将提供一个框架和原理，以帮助设计师理解他们为教育目的而创建的游戏或模拟是否通过坚持建构主义原理来充分发挥其潜力。最后，将根据其各自的教学方法介绍并评估一系列的教育游戏和模拟游戏，并证明其学习效果。关键词：学习，互动，交互，游戏，模拟，协作，建构主义，建设，教育，学习理论，培训，知识。 （注意：也可以使用短纸或其他格式）

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    Galarneau, Lisa;

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  • 年度 2005
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