learning verses experience

Learning vs. ExperienceIT 7220

January 26, 2009

1Monday, January 26, 2009

Agenda

Personal Web pages Chap 2 - Learning Basics Chap 3 - Experience Basics Game Exercise Flash HOT - Chapters 4-6


Personal Web Pages

Some information about you Picture Links Is it engaging?


Chap 2 - Learning Basics Individual learning is about:

Engaging in activity Encountering a problem Reflecting to create an abstract conception Testing the conception


Instruction Cycle Designing instruction means adding examples of

performance and feedback


Instructional Frameworks

Bloom Taxonomy of knowledge we have and use

Gagné Events of learning to achieve successful learning outcomes

Mager Interventions couched in learning objectives

Reigeluth Elaboration of complexity and comprehensiveness until

knowledge or skill is fully elaborated and exercised Keller

ARCS Model (attention, relevance, confidence, and satisfaction to address affective elements and knowledge components


Attention Relevance Confidence SatisfactionGain Attention Establish Objectives Provide Guidance Provide Feedback

Stimulate Prior Recall Elicit Performance Assess Performance

Present Content Enhance Retention

Bloom’s TaxonomyGagné’s Instructional Events

Keller’s ARC’s with Gagné Events of Learning


Basic ID Model

• Elements for developing a learning experience:• Objective• Introduction• Concept• Examples• Practice• Summary


Dealing with Content• Linear Content

• Movies, television shows and books are all linear• Modern DVD’s represent the purist extension of linear content

today• Linear content is the province of the creator, and thus the least

valuable of the three content types• Cyclical Content

• Interface: the DNA of most computer computer games• Mapped to a real activity

• Open-ended Content• Learners participate in the experience• Focus on developing strategies, building environments, and taking

ownership• Essential for transfer


Goals of Learning

Goal is to achieve a change in behavior that is retained over time and applies in a! relevant situations

• Retention• Learning that persists beyond learning situation

to apply to appropriate situations on an ongoing basis. Fostered by comprehension and practice.

• Transfer• Leaning applied to new situations not covered

the learning situation. Developed throurgh practice across contexts.


Cognitivist Views• Cognitive apprenticeship

• Demonstrate behaviors• Practice/Scaffolding (support is gradually

removed)• Reflection and feedback on performance

• Scenario-based learning• Development of low-level knowledge skills

through discovery of resources internal and external to learning situation--not by explicit instruction


Constructivist Views

• Learners must develop their own understanding• Learners need to be active in engaging with

problems and developing hypotheses; require feedback to refine models

• Emphasis on social nature of learning through dialogue between learners; between learners and mentors; between learners and environment

• Zone of Proximal Development: space between competency and tasks learner can accomplish with help (scaffolding) is the zone where learning occurs


Convergence of Models

Move from knowledge test, where we ask learners to identify the elements, to knowledge application, where learners use knowledge to solve a contextualized problem.


Enhanced Design Model• Elements

• Objective

• Dramatic Introduction

• Multiply represented context

• Annotated examples

• Scaffolded practice

• Guided Reflection


Enhanced ID Model (Quinn)


Elements for Successful Learning

• Contextualized• Clear goal• Appropriate challenge• Anchored• Relevant• Exploratory• Active manipulation• Appropriate feedback• Attention getting


Chap 3 - Experience Basics

• Game Genres

• Compelling Experience

• Human Computer Interface (HCI) Design

• Designing Engaging Experiences


Game Platforms

• Arcade games (e.g., Asteroids; PacMan)

• Home computers (i.e., Dungeons and Dragons)

• Consoles (including handheld e.g., GameBoy)

• PC

• MMOLRPG via the Web


Game Genres

• Action - original category; builds coordination and reflexes

• Fighting - version of action game; characters in martial arts or combat

• Driving or flying - often in competition; start out as simulation and becomes a game because challenge and fantasy are appealing (e.g., Microsoft Flight Simulator)

• Sports - mimic popular individual or team sports; develop mental skills involved in those sports


More Game Genres

• 3D Shooter - first-person viewpoint; requires navigational capabilities

• Card or board - electronic versions of familiar games like solitaire and chess; may include strategic components

• Strategy - story line requires prioritizing and allocating resources to grow and conquer; may require negotiation and navigation skills, and planning

• Fantasy role playing - players control character or team that combat and gain skills over time; can have embedded puzzles


Still More Game Genres

• Adventure - character explores and must figure out to overcome puzzles to advance

• Multiplayer - have developed capabilities to allow players to play against one another

• Combinations - combine element of rpg’s with adventure or that mix driving with 3D shooter

• Couple of thoughts about genres...• Different genres work for different experiences;

aren’t necessarily interchangeable• Mods are available; tend to be genre specific


Properties of Games• Game skills

• Physical dexterity• Intellectual skills• Role playing

• Game elements• Competition• Implements• Territory• Inventory• Rules


Experience: Flow

• Occurs when one is engaged in self-controlled, goal-related, meaningful actions

• Management of challenge: above normal requirements, but within capabilities

• Includes feedback tied to a goal

• Use of narrative; management of tension while grounding action in a meaningful story


Experience: Fun

• Challenge• Requires reasonable level of difficulty

• Fantasy• Compelling setting for game action; temporary

suspension of reality• Curiosity

• Random events so that play is not completely deterministic

• Control• Learners are confronted with choices


HCI Insights for Games

• Responsiveness - feedback from computer• Benchmarks - indicators of outcomes and

progress• Acceptable uncertainty - proceeding without

complete understanding is ok• Safe conduct - ability to make errors without

affecting the real world• Learning by doing - exploration and discovery• Control - learner as an agent of action


Designing Engaging Experiences

• Thematic coherence• Clear goal• Balanced challenge• Relevance: action to domain• Relevance: problem to learner• Choices of action• Direct manipulation• Action coupling• Novel information or events


Exercise

• Play Games2train’s solitaire game

• Does it meet the criteria for a ‘fun’ experience?(challenge, fantasy, curiosity, control)

• Does it meet the criteria for the “enhanced design model” presented by Quinn?


http://www.games2train.com/site/html/products/solitaire.html

http://www.games2train.com/site/html/products/solitaire.html

Flash HOT - Chap 4-6

• Lab and Demonstration


learning verses experience

Education

learning experience

learning situationto

learning basics chap

coveredthe learning

content linear content

performance present

learners andmentors

understanding learners