Crossing the Rubicon: Pedagogical Considerations for Integrating Simulations and Serious Games

August 31, 2010 - 3:11pm | by rtbrown
Presenter(s)
Margaret Korosec (Western Governors University, US)
Randall Case (Western Governors University, US)
Session Information
November 4, 2010 - 11:10am
Track: 
Technology and Emerging Learning Environments
Areas of Special Interest: 
None of the above
Major Emphasis of Presentation: 
Theory/Conceptual Framework
Institutional Level: 
Multiple Levels
Session Type: 
Individual Presentation
Location: 
Bonaire 6
Session Duration: 
35
Concurrent Session: 
4
Abstract
This presentation will highlight some of the pedagogical issues in adopting virtual reality simulations and serious games in an asynchronous, self-paced e-learning course. In particular, we will explore how these learning experiences can function as the primary learning resource within a course given the right scaffolding and secondary resources.
Extended Abstract
Western Governors University represents a unique model even in online higher education; students move through competency-based programs in an asynchronous, self-paced manner. While economic and political pressures are yielding increased interest in this type of heutagogical framework, numerous obstacles remain. Traditionally, universities have relied on the professor or textbooks as the primary source of content. Although publishers now offer online resources that complement the text or eText this is still inadequate and does not provide opportunities for students to engage in rich, meaningful "doing." Serious games and virtual reality simulations have received a great deal of attention in education recently. A growing body of research indicates that they engage and motivate students and challenge them to apply their learning in deep, rich contexts, promoting transfer and generalizability of skills. Currently, serious games and virtual reality simulations are utilized as secondary resources intended to reinforce direct instruction. WGU strives to transition from textbooks as a primary learning resource to serious games and virtual reality simulations. Doing so requires that learning resources in both traditional and online formats support the designated outcomes in a course of study. This entails a great number of obstacles and challenges. Particularly challenging is the development of rich, interactive learning experiences for students that 1) align with program and course outcomes and 2) are cognitively and instructionally appropriate while 3) simultaneously lending themselves to independent, autonomous pacing and mastery. Serious games and virtual reality simulations present one potential source for the integration of these components. In addition to ensuring alignment between the learning resources and the course outcomes an number of other challenges must be addressed. - Developmental appropriateness - Instructional appropriateness - Face validity - Scalability - Self Paced vs Team interaction - Tracking and student usage data This presentation will outline some of those challenges, as well as the conceptual framework we envision for the development of these rich learning experiences in an asynchronous, self-paced learning model. Goals: • Explore the challenges of using serious games and virtual reality simulations in a self-paced course • Evaluate the advantages and disadvantages of using serious games and virtual reality simulations as the primary learning experience in a course • Discuss the scaffolding and structure necessary to utilize serious games and virtual reality simulations as a primary learning experience
Lead Presenter
Margaret is currently the Learning and Course Technology Manager at Western Governors University. Western Governors University offers a unique model of self-paced, competency-based, online learning. Courses of Study represent the face of the University to the student. With a team of editors and instructional designers, she strives to improve the student learning experience. She previously enjoyed her work as a Learning Resource Specialist at the same university. In this role, she explored new and innovative learning resources to support required competencies in a distance education environment. She has sales and change management experience as well as performance improvement and project management background in a global environment, including working and living in Austria, England and Slovenia as well as project experience in Germany, Mexico and Brazil.