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

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

Samantha Taylor, Binod Sundararajan, Cora-Lynn Munroe-Lynds
Copyright: © 2022 |Pages: 26
ISBN13: 9781799872719|ISBN10: 1799872718|ISBN13 Softcover: 9781799872726|EISBN13: 9781799872733
DOI: 10.4018/978-1-7998-7271-9.ch011
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MLA

Taylor, Samantha, et al. "Live Long and Educate: Adult Learners and Situated Cognition in Game-Based Learning." Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning, edited by Carol-Ann Lane, IGI Global, 2022, pp. 194-219. https://doi.org/10.4018/978-1-7998-7271-9.ch011

APA

Taylor, S., Sundararajan, B., & Munroe-Lynds, C. (2022). Live Long and Educate: Adult Learners and Situated Cognition in Game-Based Learning. In C. Lane (Ed.), Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning (pp. 194-219). IGI Global. https://doi.org/10.4018/978-1-7998-7271-9.ch011

Chicago

Taylor, Samantha, Binod Sundararajan, and Cora-Lynn Munroe-Lynds. "Live Long and Educate: Adult Learners and Situated Cognition in Game-Based Learning." In Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning, edited by Carol-Ann Lane, 194-219. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-7271-9.ch011

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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.

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