On-line Games, Simulations & Role-plays as Learning Environments: Boundary and Role Characteristics
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Linser, R., Ip, A., Rosser, E. & Leigh, E. (2008). On-line Games, Simulations & Role-plays as Learning Environments: Boundary and Role Characteristics. In C. Bonk et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 1757-1765). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29895.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2008
Las Vegas, Nevada, USA
November 17, 2008
Curtis J. Bonk, Mimi Miyoung Lee & Tom Reynolds
More Information on ELEARN
Table of Contents
As the arsenal instructional technology strategies increasingly grows to include computer games, simulations and on-line role-plays there is an increased need to understand the practical and theoretical issues involved in the use of such environments. This paper focuses on the boundaries between reality and game and between player and role. The paper argues that game environments intended for pedagogical objectives are not only inseparable from reality but intersect it in ways that enable deep learning. The paper argues that the ‘fuzziness’ of game boundaries is a critical feature of on-line games, simulations and role-plays with pedagogical intent. Because different game designs result in environments displaying various game-boundary characteristics, understanding these characteristics can lead to better adoption and adaptation of games designed for education, as well as better strategies for evaluating the effectiveness of specific ‘game type’ environments in meeting learning outcomes.
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