Promoting learning through games and simulations
Simulation and Gaming - In memory of Donald C. Thatcher
In conversation: transforming experience into learning
Simulation and Gaming - Special issue: simulation of information systems, part 2
Experiential learning and the effectiveness of economic simulation games
Simulation and Gaming
Experiential learning in teams
Simulation and Gaming
Developing teams using the Kolb Team Learning Experience
Simulation and Gaming
Managing as Designing
Acting, Knowing, Learning, Simulating, Gaming
Simulation and Gaming
Large Emergency-Response Exercises: Qualitative Characteristics - A Survey
Simulation and Gaming
Serious Games, Debriefing, and Simulation/Gaming as a Discipline
Simulation and Gaming
Strategies for preparing computer science students for the multicore world
Proceedings of the 2010 ITiCSE working group reports
The role of prescriptive models in learning
Computers & Education
Players as Coresearchers: Expert Player Perspective as an Aid to Understanding Games
Simulation and Gaming
Toward a Model for Intercultural Communication in Simulations
Simulation and Gaming
Gaming Research in Policy and Organization: An Assessment From the Netherlands
Simulation and Gaming
International Journal of Virtual and Personal Learning Environments
The Effectiveness of Narrative Pre-Experiences for Creating Context in Military Training
Simulation and Gaming
Hi-index | 0.00 |
Contemporary research on meta-cognition has reintroduced conscious experience into psychological research on learning and stimulated a fresh look at classical experiential learning scholars who gave experience a central role in the learning process - William James, John Dewey, Kurt Lewin, Carl Rogers, and Paulo Freire. In particular James's contributions are foundational for experiential learning and research on meta-cognition. Research on meta-cognition and the role it plays in the learning process are described. The meta-cognitive model is used to describe how fundamental concepts of experiential learning theory - a learning self-identity, the learning spiral, learning style, and learning spaces - can guide meta-cognitive monitoring and control of learning. Meta-cognitive strategies to help individuals improve their learning effectiveness are outlined. Learners can chart their path on the learning way by developing their meta-cognitive learning capacities, and educators can pave the way by placing learning about learning on the agenda of their educational programs.