Learning Science Through Computer Games and Simulations (2011) / Chapter Skim
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4 Simulations and Games in Informal Learning Contexts
4 Simulations and Games in Informal Learning Contexts
Pages 69-86
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From page 69... ...
Nevertheless, in general, informal science educators have more freedom than formal science educators in the science learning goals they pursue, how they pursue them, and the extent to which they need to appeal to audiences that can choose how to spend their time. Informal contexts for science learning with simulations and games are diverse, varying along a number of dimensions, including the physical setting
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From page 70... ...
observe that informal science educators are largely free to pursue a variety of science learning goals, from increasing ethnic diversity among scientists, to increasing interest in science careers, to increasing the scientific literacy of the general population. This diversity in goals, together with the diversity of informal learning contexts, presents both an opportunity and a challenge.
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From page 71... ...
Individualized Learning When used in informal settings, games and simulations offer students opportunities to develop highly individualized interests and pursuits. Researchers have found that many students who participate in informal educational programs using information technology develop deep interest and expertise in areas ranging from computer programming to historical modeling (Bruckman, Jensen, and DeBonte, 2002; Resnick, Rusk, and Cooke, 1998; Squire, 2008a, 2008b)
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From page 72... ...
Like informal science educators generally, designers of games for learning have the task of designing enticing learning experiences that compel learners to learn more. For example, Klopfer (2008)
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From page 73... ...
Distributed Mentorship In classrooms, the teacher may serve as a mentor and guide to support student learning. Educational games provide opportunities to distribute mentoring roles more widely to other adults, peers, or family members -- in both formal and informal learning contexts.
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. Informal science learning contexts can support the co-construction of learning goals between learners and designers.
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From page 75... ...
observes that gaming is predominantly a social and recreational activity and that any effort to introduce games designed for learning must consider the informal contexts that structure game play. As discussed below, these contexts influence children's and adolescents' access to games, the extent to which they play them, and the potential of games to support science learning.
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From page 76... ...
Finally, the commercial gaming industry is an important influence on recreational gaming that may constrain the potential of games to support science learning. Any effort to introduce games designed for informal science learning will have to compete with the production and marketing of commercial games for young people's attention.
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From page 77... ...
. Young children and some teens are open to adult guidance in such informal learning activities, and welcome parents' game purchases and encouragement in game play.
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From page 78... ...
The unique qualities of informal science education, even in its most structured settings, frequently run counter to the assumptions of modern statistical methods used in education research. These qualities -- including diverse, participant-driven learning goals, emphasis on developing participants' interest, and models of flexible participation -- contrast sharply with education research methods focusing on uniform learning outcomes that are specified in advance, fidelity in implementing an educational intervention, and isolation of variables.
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From page 79... ...
in the population of monk seals. However, this game, like many educational games, was designed for use in schools.
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From page 80... ...
suggest that the major challenge for game designers is to create learning experiences that leverage learners' interests and goals while also advancing science learning goals. Studies in the late 1990s of play with such games as The Magic School Bus Explores the Human Body, DinoPark Tycoon, and The Island of Dr.
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From page 81... ...
Unlike more traditional media, games are highly responsive to player intentionality and context, and children can easily circumvent engagement with content when playing with an entertaining simulation or multimedia adventure. ALTERNATIVE APPROACHES TO BRIDGING LEARNING ACROSS CONTEXTS A Variety of Approaches Researchers, game developers, and community leaders are developing and testing several approaches to addressing the constraints described above so that games can support learning across formal and informal contexts.
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From page 82... ...
The curriculum has been successfully implemented in Boys and Girls Clubs and other after-school centers, as well as in classrooms. In addition to the core learning activities, the curriculum includes a teacher toolkit and voluntary activities, such as architecture, capturing fish, and making music, designed to allow students to pursue individual interests.
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From page 83... ...
. For example, the Digital Youth Network in Chicago is a hybrid digital literacy program that creates opportunities for urban youth to engage in learning environments that span both school and out-of-school contexts.
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From page 84... ...
Conclusion: Informal science learning environments have a number of unique characteristics when compared with formal learning environments, including the freedom to pursue a wider variety of learning goals, a greater focus on increasing the learner's interest and excitement, opportunities for individualized learning, and more flexible time structures. Informal contexts for science learning with simulations and games are diverse, varying in terms of the physical setting, the social and cultural environment, the technology, and the degree to which interaction with a simulation or game is structured.
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From page 85... ...
Bridging formal and informal learning environments through game play provides a significant opportunity that can remove traditional barriers between school and out-of-school contexts. In the future, access to games via mobile devices will allow students to engage in science games in school, at home, and every place in between.
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