The design of an analogical encoding tool for game‐based virtual learning environments

Abstract

Game-based virtual learning environments have the potential to provide opportunities for engagement in authentic contexts while completing authentic tasks such as problem solving. However, research in problem-based learning indicates that scaffolding should be provided for learners to benefit from such learning environments. This paper describes the design of an anagogical encoding tool, a computer-based scaffold, in a game-based virtual learning environment. Research on analogical encoding suggests that teaching students to compare cases side-by-side to draw out the underlying principles improves knowledge acquisition and transfer. Analogical encoding aids students in attending to the deep underlying structures (ie, principles) of cases, thereby reducing the potential distraction of surface features. This paper intends to translate laboratory research findings on analogical encoding to a scaffolding tool in a game-based virtual learning environment. IntroductionProviding opportunities for students to gain an experience in applying what they have learned in everyday authentic situations is a challenge facing instructional designers and teachers. Schools typically emphasise the transfer of abstract concepts where knowledge is viewed as a discrete object residing outside of the individual and learning occurs out of context (Brown, Collins & Duguid, 1989).

An Assessment of Serious Games Technology: Toward an Architecture for Serious Games Design

“…As suggested by the authors in [12], to teach the immune system (the source domain) is like teaching the defence of the territory (the target domain); also, the authors in [7] mention that when fighting a dragon the children can learn fractions; more precisely the authors in [21] clearly specify the use of analogies in serious game design. However, in order to gain insight into the importance of using analogical representations in the learning process, the reader is invited to read our recent work on analogical representations [22].…”

“…From an abstract level the "Program your robot" design is similar to the SG proposed by [18,20,22] in terms of "drag and drop" and writing a code by using preprogramming commands. In the same context, authors in [21] propose a SG design that uses domain content and analogical representations, where the learner is asked to complete a task such as comparing between real cases and analogical ones that are presented side-by-side. Authors in [29] focus on domain content integration into SG design by proposing a model, which is composed of two components.…”

Technology to the Rescue: Appropriate Curriculum for Gifted Students

“…Technology's ability to have multiple program windows open at the same time eases side-by-side comparisons, facilitating analysis and synthesis of ideas (Sak, 2004). Some problem-based virtual learning environments develop analogical thinking using side-by-side analogies (Tünzün, 2007;Williams et al, 2007).…”

“…Students who spend more time online show greater skill levels in evaluation and writing (Ba, Tally, & Tsikalas, 2002). Some software applications are designed to use problem-based learning to teach students specific critical thinking skills (Tünzün, 2007;Williams et al, 2007). Teachers encourage critical thinking by promoting inquiry, by asking questions to help students troubleshoot technology problems, and by limiting the number of questions they answer directly (Ba et al, 2002;"Digital Imaging," 2001;Clausen, 2007;Wong, Quek, Divaharan, Liu, Peer, & Williams, 2006;Smith & Weitz, 2003).…”

“…Schools have not only labs, but also computers or tablets in classrooms, interactive white boards, digital cameras, video cameras, computer projectors, and other digital equipment (Lanahan & Boysen, 2005). Additionally, applications run the gambit from gamestyle formats that use high-tech virtual interactions to teach children an assortment of subjects and thinking skills (Siegle, 2015;Tünzün, 2007;Williams, Ma, Feist, Richard, & Prejean, 2007) to traditional word processing and presentation software. Teachers recognize that technology motivates many students to produce high quality work (Clausen, 2007), and students themselves report that it motivates them to engage with a variety of subject areas and topics of interest (Clausen, 2007;"Digital Imaging," 2001;Johnsen, Witte, & Robins, 2006;Wighting, 2006).…”