Games and simulation in online learning

Chapter 5

Learning is an active process, as the article, Rethinking Cognition, Representations, and Processes in 3D Online Social Learning Environments (Jones & Bronack, 2007) states “learning . . . as a contiguous process that exists each time people willfully interact with each other in the world around them.” (pg 93). By using 3D technologies members have the means to interact with their environment as it becomes a socially oriented learning environment allowing for interaction between not only members and their environment, but members and their peers and instructors or other experts. Through this interaction, the members have the opportunity to take an active role and participate within the virtual world by adding content or through communication.
Using such 3-D technologies as avatars, virtual environments and voice can create an online social environment that is an effective learning community. The use of 3-D avatars enhance the online social environment by allowing a visual symbol or model of a person to communicate or interact with in the online community. This tool allows the members to make connections with other members. As stated in the article, the research at the University of North Texas, “students rated the 3d learning environment as providing the same level of satisfaction and interaction as the face-to-face course.” (p.108)
With the use of avatars, the member becomes a part of the environment, interacting with other avatars and the environment online; they can become immersed in the situation or activity. It is through this immersion that situated learning can take place, the learners are immersed in the activity, actually responding to the environment and becoming an active participant as opposed to a passive viewer of information. Another theory, Vygotsky’s sociocultural theory, is supported through this type of learning environment, by engaging students in tasks that they can build knowledge with the help of peers and teachers.
The 3-D technology also enables the member to move through the virtual world or space, allowing them to feel as though they were entering a room or area and seeing other people (avatars) in the room. With the added feature of voice, as the member enters a room, they have the capability to join in a discussion verbally. If voice is not enabled, as they enter a room, there is chat enabled and the discussion is text based.

Chapter 13

The game “Reliving the Revolution” was developed to help learners learn history through experiencing the activity. The game was developed to be played specifically in Lexington, Ma using a handheld PDA with a GPS. The teams are composed of eight members paired up to play the role of four different historic character. As students arrived at certain locations, the GPS triggered information to be given by a historic figure through the PDA. This information, received through the PDA, was in the context of their character. Each pair in the team received different information, based on their character. As the students collect information, they collaborated with each other to interpret the evidence. The game consisted of two time periods, one before the Battle of Lexington and one after the Battle of Lexington. Following the two time frames of collecting evidence, the groups compared evidence with the other characters or roles during a debate to determine “Who fired the first shot?”.
By using the augmented reality game, the participants were immersed in the situation, physically being at the location of evidence and using the technology to deliver the evidence that was needed to determine the solution to the problem “who fired the first shot?”. This augmented reality game allowed for collaboration between paired team members and also the group of eight students as they debated the evidence they each gathered, all in a differing context.

References:
Jones & Bronack, (2007), Rethinking cognition, representations, and processes in 3d online social learning environments. In D. Gibson, C. Aldrich, & M. Prensky (Eds.) Games and simulatins in online learning: Research and development frameworks Hershey, Information Science Publishing.