Live Long and Educate: Adult Learners and Situated Cognition in Game-Based Learning

Abstract

Using the lenses of Vygotskian constructivism, situated cognition, the antecedents of flow, and a pedagogy interwoven with the multiliteracy framework, the authors present a COVID-19 simulation game. The game has multiple levels, challenges, disrupters, and allows for student player groups to work together (i.e., collaborate within and across player groups) to achieve the strategic objectives of the game. The player groups have an overall goal to minimize loss of life, while other parameters need to be optimized, depending on the stakeholder group that the player group is role-playing. While the game can be digitized, it is presented in a manner that allows instructors to implement the game simulation right away in their classrooms. Assessment rubrics, decision matrix templates, and debriefing notes are provided to allow for student learners to reflect on their decisions (based on course concepts) both individually and as a player group.