A Case Study of a Non-gamer Student's Learning Process in VISOLE

2010 Third IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning Pub Date : 2010-04-12 DOI:10.1109/DIGITEL.2010.56

M. Jong, F. Lee, Jimmy Ho-man Lee, Junjie J. Shang

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引用次数: 4

Abstract

VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a constructivist pedagogical approach to empower game-based learning. With near real-life simulation gaming context and teacher facilitation (scaffolding and debriefing), VISOLE aims at providing students with opportunities to acquire subject-specific knowledge in a multi-disciplinary fashion as well as sharpen their higher-order thinking skills. This paper discusses a case study carried out in Hong Kong for investigating a non-gamer student’s learning process in VISOLE. The study revealed there were a number of impeding phenomena emerged during the course of this non-gamer student’s participation in VISOLE. Nevertheless, it was found that teachers’ facilitation (the designated teacher facilitation tasks specified in VISOLE, and some new teacher interventions) was able to mitigate or overcome these impeding phenomena. The findings provided insight into the enhancement of the existing design and classroom implementation of VISOLE.

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非游戏玩家学生在VISOLE学习过程的案例研究

VISOLE(以学生为导向的虚拟互动学习环境)是一种建构主义的教学方法，用于基于游戏的学习。通过接近真实生活的模拟游戏环境和教师指导(脚手架和汇报)，VISOLE旨在为学生提供以多学科方式获取特定学科知识的机会，并提高他们的高阶思维技能。本文讨论了一个在香港进行的案例研究，以调查非游戏学生在VISOLE中的学习过程。研究显示，在这个非游戏玩家学生参与VISOLE的过程中，出现了一些阻碍现象。然而，我们发现教师的促进(在VISOLE中指定的教师促进任务，以及一些新的教师干预)能够减轻或克服这些阻碍现象。研究结果为改进现有设计和课堂实施VISOLE提供了见解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2010 Third IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning

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