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Game-based Learning Across the DisciplinesDesigning Dynamic Learning Supports for Game and Simulation-Based Learning in STEM Education

Game-based Learning Across the Disciplines: Designing Dynamic Learning Supports for Game and... [It is critical to design game and simulation-based learning supports that create deeper learning experiences without compromising flow during gameplay. To be specific, the features of support should cater to the cognitive and affective states of the learners. Although recent research has started to investigate in-game learning supports, design inquiry governing unobtrusive and dynamic learning supports in technology-rich and complex learning environments is still limited. The purpose of this chapter is to present two design cases of simulation-game-based learning platforms integrating dynamic learning support systems, discuss specific challenges that we encountered when incorporating the supports in the platforms, and report how we handled them. The cases described in this chapter present two digital learning platforms designed for authentic and complex problem-solving in STEM education. We will first discuss cognitive scaffolding for mathematical problem representation embedded in an architecture-themed game that promotes middle graders’ mathematical problem-solving. The second case involves providing multiple representations of learning aids incorporated in a virtual-reality simulation to enhance representational flexibility in adolescents with autism spectrum disorder through STEM-related design problem-solving. The chapter will inform instructional designers and educational practitioners on applicable design heuristics of dynamic learning support for a technology-rich, STEM-related learning environment.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Game-based Learning Across the DisciplinesDesigning Dynamic Learning Supports for Game and Simulation-Based Learning in STEM Education

Part of the Advances in Game-Based Learning Book Series
Editors: Aprea, Carmela; Ifenthaler, Dirk
Kim, Byung-Joo; Ke, Fengfeng; Moon, Jewoong; West, Luke
Game-based Learning Across the Disciplines — Aug 3, 2021
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References (40)

Publisher
Springer International Publishing
Copyright
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021
ISBN
978-3-030-75141-8
Pages
189 –212
DOI
10.1007/978-3-030-75142-5_8
Publisher site
See Chapter on Publisher Site

Abstract

[It is critical to design game and simulation-based learning supports that create deeper learning experiences without compromising flow during gameplay. To be specific, the features of support should cater to the cognitive and affective states of the learners. Although recent research has started to investigate in-game learning supports, design inquiry governing unobtrusive and dynamic learning supports in technology-rich and complex learning environments is still limited. The purpose of this chapter is to present two design cases of simulation-game-based learning platforms integrating dynamic learning support systems, discuss specific challenges that we encountered when incorporating the supports in the platforms, and report how we handled them. The cases described in this chapter present two digital learning platforms designed for authentic and complex problem-solving in STEM education. We will first discuss cognitive scaffolding for mathematical problem representation embedded in an architecture-themed game that promotes middle graders’ mathematical problem-solving. The second case involves providing multiple representations of learning aids incorporated in a virtual-reality simulation to enhance representational flexibility in adolescents with autism spectrum disorder through STEM-related design problem-solving. The chapter will inform instructional designers and educational practitioners on applicable design heuristics of dynamic learning support for a technology-rich, STEM-related learning environment.]

Published: Aug 3, 2021

Keywords: In-game learning support; Dynamic support system; Contextual problem solving; STEM education; Game-based learning; 3D simulation

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