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What is Constructivist Paradigm in Game Design

Chapter 4
Handbook of Research on Serious Games for Educational Applications
The constructivism emphasizes that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Constructivism considers knowledge to be constructed through social negotiation, personal experiences and hypotheses of the environment. That is, learners continuously test these hypotheses through social negotiation and interaction with personal experiences. Constructivism recognizes that each individual brings different personal experience and interpretation to learning. They each signify different processes in knowledge construction. Therefore the individual is not a blank state but brings with him/her past experiences and cultural factors to a situation.
Published in Chapter:
A Framework for Promoting Knowledge Transfer in SNS Game-Based Learning
Robert Z. Zheng (University of Utah, USA) and Thanh N. Truong (University of Utah, USA)
Copyright: © 2017 |Pages: 26
DOI: 10.4018/978-1-5225-0513-6.ch004
Abstract
This chapter focuses on an important issue in SNS game-based learning, that is, learners' knowledge transfer in the ill-structured domain. The chapter offers a discussion of instructional strategies in SNS game-based learning. The discussion presented here was framed around an extensive review of the literature pertinent to the strategies and approaches in serious games. Based on the discussion a framework was proposed for serious game design which revealed the interaction between and interrelationship among the variables in serious game learning. A pilot study was conducted to test the partial components of the framework. The results supported the framework showing students' progression in knowledge transfer in a game-based learning environment. Discussions were made regarding the implications of the framework and its application in k-16 education and professional training.
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