DiGRA 2005, Vancouver, Canada

1. Authentic Learning
Experiences
Through Play:
Games, Simulations and the
Construction of Knowledge
Lisa Galarneau
Ph.D. Candidate
The University of Waikato, New
Zealand

2. Games can motivate
learning…
People cannot be ‘taught’.
They must be motivated to
learn.
When learners need to
memorize information, making
it fun might be key.
Younger generations are
increasingly bored with linear
content.
…but motivation is not the
only thing games are good
for!
Authentic Learning Experiences Through Play DiGRA June 19, 2005

3. Is this the
best use of
learning
games?
– Game2Train’s
Sexual
Harassment
Solitaire Game
Authentic Learning Experiences Through Play DiGRA June 19, 2005

4. The ‘language’
of games and
simulations…
New technologies are always first
imagined using old paradigms, and often
stumble at first:
 Cars: horseless carriages
 Telephones: good for ‘speaking
telegrams’
 TV: see radio plays!
 Movies: see stage plays from afar!
 The Internet: online books, brochures or
paper (with hypertext!)
 e-Learning: online textbooks, lectures,
classrooms
 Educational games: ‘chocolate-covered
broccoli’
Authentic Learning Experiences Through Play DiGRA June 19, 2005

5. The sweet spot for
games and simulations…
They are flexible environments
that allow for infinite possibilities
and points-of-view (‘going meta’)
Allow learners to form
connections by experimenting
with knowledge in context
Learners learn by doing,
discovery and through failure
They allow learning designers to
foster authentic learning
experiences
Authentic Learning Experiences Through Play DiGRA June 19, 2005

6. What is authentic
learning?
learner-centered
active learning
authentic tasks in
which the learning
experience takes place
around real-world
situations
Authentic Learning Experiences Through Play DiGRA June 19, 2005

7. Putting linear content
Design into an open-ended
experiences, game context is like
shoving a round peg
not wrappers into a square hole
around Experience is the
traditional story: one’s personal
content narrative and the
emotions that go with it
Knowledge in context
through experience
Authentic Learning Experiences Through Play DiGRA June 19, 2005

8. What if you
could change
history?
What if you
are?
– MIT’s Revolution
Authentic Learning Experiences Through Play DiGRA June 19, 2005

9. Situate learning
opportunities in
real world
contexts.
– SimSchool
Authentic Learning Experiences Through Play DiGRA June 19, 2005

10. Even low-
tech
methods
can
simulate an
experience.
– Magellan’s
Understanding
Diversity
Authentic Learning Experiences Through Play DiGRA June 19, 2005

11. How do people
really learn the
nuances of
success in
business?
- Simulearn’s Virtual
Leader
Authentic Learning Experiences Through Play DiGRA June 19, 2005

12. Experience the
human immune
system from the
perspective of a
virus
– MIT’s Replicate
Authentic Learning Experiences Through Play DiGRA June 19, 2005

13. Supplement
theoretical
knowledge with
real world
practice.
- Calming & Restraint
Training for Mental
Health Professionals
Authentic Learning Experiences Through Play DiGRA June 19, 2005

14. Legitimate
peripheral
participation can
be valid
experience.
- Building & Carpentry
Simulator
Authentic Learning Experiences Through Play DiGRA June 19, 2005

15. Some final thoughts…
Learning is an active, not a passive, experience
An effective learning opportunity must provide
an authentic experience, not simply information
Experience should be central and content
peripheral
Knowledge must be applied and skills practiced
using real world scenarios
Allow learners to make content their own
(construct their knowledge or narratives)
through experience
Context is key; more experience increases a
holistic view
Authentic Learning Experiences Through Play DiGRA June 19, 2005