The design of an electronic self-regulation skill notebook for the development of meta-cognitive strategies and self-assessment in digital game-based learning environments

  • Authors:

  • Amy B. Adcock;Ginger S. Watson;Gary R. Morrison;Lee A. Belfore

  • Affiliations:

  • Old Dominion University, Norfolk, VA;Old Dominion University, Norfolk, VA;Old Dominion University, Norfolk, VA;Old Dominion University, Norfolk, VA

  • Venue:
  • Proceedings of the 2008 Spring simulation multiconference
  • Year:
  • 2008

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Abstract

Since the introduction of lantern slides in the early 1900s, educators have sought to enhance the teaching and learning process through the use of technology. We have pursued television, film, overhead projectors, computer-based instruction, and distance education. Yet, each of these technologies has failed to produce significant learning gains. In fact, over 50 years of research have shown that the effectiveness of a technology-based instructional tool is due to the instructional strategies employed, not the technology itself [Clark, 1983, 2001; Russell, 2001]. The current trend in education towards the use of serious games and Web 2.0 resources are flawed with the same optimism as early technologies. This does not dissuade us from searching for instructional environments that provide sound instructional strategies along with an interface engaging to learners. However, the advanced affordances in game-based environments allow for large-scale implementations of very effective instructional strategies, such as situated problem-based scenarios. This advantage, combined with the ability to engage today's learners, makes game-based learning environments an instructional technology with great promise.