Academic research
Imagining the World: The Case for Non-Rendered Virtuality - the Role Play Simulation Model
Both role-play simulations and Virtual Worlds as pedagogy have now been
around for some time and are both considered to be highly effective in
creating effective and memorable experiences for learners. But whereas
the rendered gaming model of virtual worlds seems to have captured the
imagination of trainers, educators and researchers, the role-play model
seems to have languished somewhat. This paper explores some of the
pedagogic and psychological issues for learning associated with the
rendering or non-rendering of virtual worlds. We argue that while
rendered environments can contribute to learning, they are often too
shallow for purposes such as fostering strategic thinking and problem
solving. In such cases, non-rendered virtual worlds may be better in
using and fostering the required imaginative capacities of learners.
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Our learning research programme evaluates the impact of technology on learning and teaching,
and publishes the learning outcomes of new educational prototypes. We
support our partners by involving children, teachers, and parents in
the research and development process. We maintain a pool of shareable
knowledge and resources, and present our findings at conferences across
Europe. Unconstrained by current curricula and practices, we are
developing new ways of exploring the role of digital media in learning.
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Both
mobile technologies and games technologies are increasingly seen as
fertile ground for the development of resources to support learning.
This interest is driven by a number of considerations: first, there is
an increasing awareness that young people's digital cultures outside
school are as likely to be shaped by interaction with mobile and games
technologies as they are by desktop PC applications and that
consequently, the school setting should at least begin to engage with
these tools (see, for example, Facer et al 2003; Valentine &
Holloway 2003); second, educational theorists and researchers are
beginning to identify these tools as potentially powerful resources in
supporting the development of learning communities, of offering
experiential learning, and in encouraging the development of meta-level
thinking skills (see, for example, Gee 2003; Roschelle & Pea 2002;
Wegerif 2003; Andrews et al 2003).
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Scenario-Based E-Learning
Scenario-Based E-Learning: A Step Beyond Traditional E-Learning, by Randall W. Kindley.
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Games and simulations in workplace eLearning
Games and Simulations in corporate eLearning Guttorm Andresen and Rolf
Ahdell. This M.Sc. thesis is well worth a read especially if your
interest in eLearning relates to corporate training.
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The relevance of video games and gaming consoles to the Further and Higher Education learning experience
"This report presents an overview of gaming consoles and a comparison
of consoles and the PC. Benefits of games to learning and the learning
environment are touched on, as is the use of games consoles in research
and teaching. Issues pertaining to potential future applications of
games and consoles to learning and teaching, especially through the
enhanced functionality of consoles, are addressed. The report concludes
with an overview of other gaming platforms, and a summary of key points
and trends to monitor."
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