Simulated Environments as Complex Systems: A Framework and Approach to Understanding E-Learning (Part 1)
PROCEEDING
PG Schrader, Michael McCreery, Mark Carroll, Catherine Bacos, Danielle Head, Joseph Fiorentini, University of Nevada, Las Vegas, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
This symposium addresses the benefits and potential for a complex systems perspective when conducting educational technology and learning research. Complex systems characterize technological contexts as dynamic, emergent, and interactive. Research in these environments is challenging, nuanced, and difficult. New frameworks and methods to conduct and guide research are necessary. The discussion is approached from various levels, from micro transactions within a system to broad and macro perspectives that merge findings into actionable pedagogical theory. Four papers/topics combine a theoretical lens to address difficult questions in technological contexts with concrete examples, data, and findings: 1) framing Virtual Reality technology as a complex system, 2) complex systems research in studying counterfactual thinking and its role in video game behavior, 3) understanding how to frame questions, capture data, and undertake research within the complex systems view, and 4) formative assessments and the application of complex systems research to practice.
Citation
Schrader, P., McCreery, M., Carroll, M., Bacos, C., Head, D. & Fiorentini, J. (2018). Simulated Environments as Complex Systems: A Framework and Approach to Understanding E-Learning (Part 1). In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 694-716). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from https://www.learntechlib.org/primary/p/185024/.
© 2018 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Barab, S.A., Gresalfi, M., & Ingram-Goble, A. (2010). Transformational play using games to position person, content, and context. Educational Researcher, 39(7), 525–536.
- Berg, Gary A. (2000). Human-computer interaction (HCI) in educational environments: Implications of understanding computers as media. Journal of Educational Multimedia and Hypermedia, 9(4), 349-70.
- Bransford, J., Brown, A.L., & Cocking, R.R. (2000). How people learn: Brain, mind, experience, and school (expanded ed.). Washington: National Academies Press.
- Caroux, L., Isbister, K., Le Bigot, L., & Vibert, N. (2015). Player–video game interaction: A systematic review of current concepts. Computers in Human Behavior, 48, 366-381. Doi://doi.org/
- Gee, J.P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave/St. Martin’S.
- Gee, J. (2005). Learning by design: Good v ideo games as learning machines. E-Learning and Digital Media, 2(1), 5-16.
- Gee, J. (2005). Good video games and good learning. Phi Kappa Phi Forum, 85(2), 33-37.
- Gee, E. & Gee, J.P. (2017). Games as distributed teaching and learning systems. Teachers College Record, 119 (12).
- Hilpert, J.C., & Marchand, G.C. (2018). Complex systems research in educational psychology: Aligning theory and method. Educational Psychologist, 53(3), 185-202.
- Schrader, P.G., & Lawless, K.A. (2004). The knowledge, attitudes, and behaviors (KAB) approach: How to evaluate performance and learning in complex environments. Performance Improvement, 43(9), 8–15.
- Schrader, P.G., McCreery, M.P., & Vallett, D. (2017). Performance in situ. In Y.K. Baek (Ed.) Game-based learning: Theory, strategies and performance outcomes (pp. 421-438), Hauppauge, NY: Nova Science
- Schrader, P.G., & McCreery, M.P. (2012). Are all games the same? In Assessment in Game-Based Learning: Foundations, Innovations, and Perspectives (pp. 11-28). Springer New York.
- Shaffer, D., Squire, K., Halverson, R., & Gee, J. (2005). Video games and the future of learning. Phi Delta Kappan Magazine, 87(2), 105-111.
- Shute, V.J., Ke, F. & Wang, L. (2017). Assessment and adaptation in games. In P. Wouters & H. Van Oostendorp, (Eds.) Instructional techniques to facilitate learning and motivation of serious games. Switzerland: Springer International Publishing.
- Squire, K. (2006). From content to context: Videogames as designed experience. Educational Researcher, 35(8), 1929.
- Young, M., Slota, S., Cutter, A., Jalette, G., Mullin, G., Lai, B., & Yukhymenko, M. (2012). Our princess is in another castle: A review of trends in serious gaming for education. Review of Educational Research, 82(1), 61-89.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References