Farmtasia: A Case Study of Knowledge Building Processes in Game-Based Learning BY CHERRY ROSE TAN.
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Transcript of Farmtasia: A Case Study of Knowledge Building Processes in Game-Based Learning BY CHERRY ROSE TAN.
Farmtasia: A Case Study of Knowledge Building Processes in Game-Based LearningBY CHERRY ROSE TAN
Sustained work with ideas To create new knowledge is to “discuss, interconnect,
revise, and supersede” existing ideas (Scardamalia & Bereiter, 2003)
Requires a large amount of knowledge Success requires cultural change (environment) Process needs to be sustainable to lead to innovation
Matthew effect “The more you know, the more you can
learn” (Scardamalia & Bereiter, 2003) Inaccessibility for certain communities Gaming platforms as a way of breaking
barriers – e.g. physical, economical, social Innovation concentrated on select fields –
e.g. technology (Silicon Valley)
Three-dimensional digital game-based learning (3D-DGBL)
Literacy-historical spaces for interacting with other players, non-player characters (NPCs), and subject content (Neville & Shelton, 2010)
Players represented by avatars Are usually role-playing games (RPGs)
Why 3D-DGBL? Emulates real-world sites or scenarios that would be
inaccessible (Thomas, 2004) High engagement and skill delivery (Barab, Thomas, Dodge,
Carteaux, & Tuzun, 2005; Gee, 2003) Low threshold for participation
Thesis Three-dimensional digital game-based learning (3D-DGBL)
serves as an effective platform for: Knowledge building -> innovation (sustained work with ideas) Reducing the Matthew effect
Case study: Farmtasia
Farmtasia Created by the Centre for the Advancement of Information
Technology in Education (CAITE) Educational video game targeted towards knowledge building
Gameplay Players act as managers to individually run farms Concepts: cultivation, horticulture, pasturage Uses real-world and random events – e.g. natural disasters,
neighbourly competition
Purpose Goal: To create effective investment and operational strategies Winning variables: financial gain, public reputation
Knowledge building features1. Pedagogical scaffolding
2. Situated learning
3. Communal debriefings
1) Pedagogical scaffolding The use of interactive tools for feedback to support individual
and group contributions (Zhang, Hong, Scardamalia, Teo, & Morley, 2011)
Constructive uses of authoritative sources
Knowledge Manual – searchable resource bank accessed independently
Wise Genie – gives tips Teacher console – analyze, prepare, and
share information Record-and-replay function
Improvable ideas Zone of proximal development (Vygotsky) Multidisciplinary scaffolds
2) Situated learning “Missions, tasks, and problems that are generative and open-
ended, and there is no prescribed solution” (Jong et al., 2010)
Real ideas and authentic problems
Creating knowledge that is useful to themselves and their community
Event types: farm, market, mass-decision Farm – localized to individuals – e.g. fire
accidents, strikes Market – affects globally – e.g. price fluctuations Mass-decision – cooperation and collaboration to
succeed – e.g. building a dam
Epistemic agency Solving problems -> empowerment
Setting goals and long-range planning High engagement
Social responsibility -> validation
3) Communal debriefings Public blogging platform
Journal templates – scaffolds
Summative report to Mr. Lam – character whose farm is closing down
Collective responsibility Sharing and advancing ideas as a community Achievement of broader and more global
goals – e.g. environmental sustainability
Democratizing knowledge Public space makes ideas transparent and accessible (public objects) Transcends geographical and economic barriers
Conclusion 3D-DGBL environments allow us:
To transform ideas into public objects -> sustainability leading to knowledge building
To remove barriers to knowledge -> reducing the Matthew effect
Thank you!E-MAIL: [email protected]
LINKEDIN: HTTP://WWW.LINKEDIN.COM/IN/CHERRYROSETAN