The Link between Experiential Learning Using Games and the Dichotomy of the Psychological and Sociological Studies in Game Design

Game-based learning is often described as a balancing act between the serious subject matter of learning and using immersive problem solving applications to retain and apply the said subject matter in real world. Games in general, can be summed as leisure construct with an intrinsic problem solving...

Full description

Saved in:
Bibliographic Details
Published inEuropean Conference on Games Based Learning Vol. 2; p. 832
Main Authors Tan, Chin Ike, Wong, Yoke Seng, Lim, Tek Sen Johann, Chong, Wei-Shern
Format Conference Proceeding
LanguageEnglish
Published Reading Academic Conferences International Limited 01.10.2014
Subjects
Behavior
Experiential learning
Games
Psychologists
Software
Online AccessGet full text

Cover

More Information
Summary:Game-based learning is often described as a balancing act between the serious subject matter of learning and using immersive problem solving applications to retain and apply the said subject matter in real world. Games in general, can be summed as leisure construct with an intrinsic problem solving mechanism. The juxtaposition of psychology and sociology as a medium to pragmatically construct a methodology towards the classification of subject and applied methods within game-based learning would assist in finding the right tools for the right individual. One of the biggest drawbacks to the experiential pedagogical process of game-based learning is that it often places the tools entirely on the facilitator. Moreover the assignment of the types of game without clear learning objectives or the assignment of the inappropriate game itself would reduce the entire experience to just mere game playing. Thus, the role of practitioners or facilitators is not about the teaching of specific knowledge or choosing the right tools for the learners, but they are one of helping the learner to discover the right tools that work for them. According to constructive and experiential learning methods, the learner is not a passive recipient of learning in any particular knowledge but is active in its gathering, analysing and manipulation. What this research intends to do is to find a method of classification of the recipients and type of game that would correlate to the students for the most immersive and constructive ways of information retention.
ISSN:2049-0992
2049-100X