"[S]imulation accelerates learning, enables knowledge transfer, allows extraction of meaning from myriad complexities, and provides manipulative experiences unavailable in the normal physical space of a classroom environment." [16]
"[G]ames exemplify good pedagogical practices and salient aspects of how people learn: Human learning occurs in context, is active, is social, and is reflective." [17]
"Simulation and game environments enable new forms of knowledge interac- tion previously unavailable within the normal curricula. A radical swing from passive to active learning occurs and the learner perspective shifts from third to first person, or even from singular to plural.
"Problem structures and solution processes can be investigated, experimented, interpreted and applied. The student is literally “immersed” within concepts, principles, systems and variables.
"Time and place can be manipulated. Slow processes can be sped up to view longitudinal outcomes; fast processes can be slowed to view incremental pro- gression. Hazards can be manipulated safely. Inaccessible regions can be tra- versed. The macro or micro can be zoomed in or out for differing viewpoints and details.
"Nuances and subtleties, critical ideas and misconceptions can be uncovered. Engaged within relationships and interdependencies, causal factors, quanti- tative and qualitative variables, students develop deeper meaning and lasting understanding." [18]BEYOND FUN
Serious Games and Media
Copyright By Drew Davidson et al. & ETC Press
2008
ISBN: 978-0-557-00750-9
Library of Congress Control Number: 2008936773
http://etc.cmu.edu/etcpress/
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