Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games

Rieber, Lloyd P.

doi:10.1007/bf02300540

Cited by 736 publications

(429 citation statements)

References 31 publications

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“…Both Dickey [31] and Warren et al [103] report that games can increase intrinsic motivation in players. Rieber [93] claims that students view gaming as 'play', but regular learning as 'work'. Gaming has also been shown to promote cooperation among school children [38].…”

Section: Computer-supported Learning Principlesmentioning

confidence: 99%

Requirements for a virtual environment to support the social participation education of low-literates

Schouten

Smets²,

Driessen

et al. 2016

Univ Access Inf Soc

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People of low literacy experience difficulties while participating in society. Learning support software could help alleviate these difficulties. However, there is currently no overview of theoretically and empirically sound requirements for this kind of support. This paper uses the situated cognitive engineering method to create a requirements baseline for a virtual environment to support the societal participation education of low-literates (VES-SEL), based on an analysis of the domain, human factors, and current applications. Four major outcomes are presented. First, a comprehensive overview is collected of the operational demands and human factors knowledge relevant to societal participation learning for low-literate citizens. Second, this overview is translated into a list of eight functional requirements: focused on low-literate learners, set in the context of societal participation, and supported by claims of cognitive, affective, and social benefits to learning. Third, a sample of Dutch societal participation learning support programs is assessed using these requirements, to highlight both current technology best practices and discrepancies between theory and practice. Fourth, virtual learning environment technology is suggested as an 'enabling' technology; an overview is shown of how virtual environments, actors, and objects can beneficially enable meeting the requirements baseline. Finally, directions for future study are discussed.

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Section: Computer-supported Learning Principlesmentioning

confidence: 99%

Requirements for a virtual environment to support the social participation education of low-literates

Schouten

Smets²,

Driessen

et al. 2016

Univ Access Inf Soc

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show abstract

“…EGames also provide input, output and feedback in real time (Rieber, 1996;Laurillard, 1998), which are used in adaptive learning, e.g., choosing the next action to take or the contextualised help provided. In order to achieve the educational objectives, we can use various interactive learning techniques − i.e., learning from mistakes, goal-oriented learning, role playing and constructivist learning (Prensky, 2001;Gee, 2003) − within and/or around the game itself.…”

Section: Integration Of Egames With Ims Ldmentioning

confidence: 99%

Authoring game-based adaptive units of learning with IMS Learning Design and <e-Adventure>

Burgos¹,

Moreno-Ger²,

Sierra³

et al. 2007

IJLT

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Electronic games and simulations (eGames) are a valuable support for adaptive learning. This adaptation can be based on different inputs, such as the user's performance, behaviour or cognitive load. Both adaptation and eGames can be modelled with IMS Learning Design (IMS LD) or integrated from an external resource. In this article we show the relation between IMS LD and the Project when it comes to authoring adaptive Units of Learning (UoLs) integrated with eGames. We first describe the challenges of this objective and the several different solutions on authoring and integration. We also describe the content-centred authoring approach in , and the need for a communication service with IMS LD that makes a bidirectional influence on the user's adaptive learning experience. At the end, we describe a practical example that illustrates how an adaptive IMS LD UoL with an integrated eGame is developed.

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“…An early and long-lived category consists of commercially available video games in which there is little or no relationship between the action or narrative of the game and academic topics (Ito 2008;Rieber 1996;Squire 2006). Mathblaster is frequently held as the prototypical example of this genre, because the game's action (shooting objects) has little to do with disciplinary mathematics.…”

mentioning

confidence: 99%

“…A set of studies conducted in the 1990s took a rather different approach to integrating STEM topics and game action by asking students and teachers to design content into video games (Kafai et al 1998;Rieber 1996). In these situations students and teachers designed games that, for example, teach younger students about fractions.…”

mentioning

confidence: 99%

Playing with Representations: How Do Kids Make Use of Quantitative Representations in Video Games?

Satwicz

Stevens

2008

Int J Comput Math Learning

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This paper describes the use of quantities in video games by young people as part of a broader effort to understand thinking and learning across naturally occurring contexts of activity. Our approach to investigating the use of quantities in game play is ethnographic; we have followed eight children over a six-month period as they play their own games at home. The data set is composed of video recordings and artifact-based interviews. The concept of disciplined perception is used to understand how quantities are coordinated during game play. The current study shows young people using quantities in games to make predictions and organize their actions based on those predictions. Some ideas based on the study's findings for using video games in school are discussed.

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Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games

Cited by 736 publications

References 31 publications

Requirements for a virtual environment to support the social participation education of low-literates

Requirements for a virtual environment to support the social participation education of low-literates

Authoring game-based adaptive units of learning with IMS Learning Design and <e-Adventure>

Playing with Representations: How Do Kids Make Use of Quantitative Representations in Video Games?

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