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ERIC Number: EJ1090281
Record Type: Journal
Publication Date: 2015
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0046-1520
EISSN: N/A
Digital Games as Multirepresentational Environments for Science Learning: Implications for Theory, Research, and Design
Virk, Satyugjit; Clark, Douglas; Sengupta, Pratim
Educational Psychologist, v50 n4 p284-312 2015
Environments in which learning involves coordinating multiple external representations (MERs) can productively support learners in making sense of complex models and relationships. Educational digital games provide an increasing popular medium for engaging students in manipulating and exploring such models and relationships. This article applies cognitive science research on MERs to a range of popular educational and recreational games that focus on the interpretation and manipulation of models. We leverage the literatures on embodied cognition, adaptive scaffolding, science education, and dynamic visualizations to address the challenges, trade-offs, and questions highlighted by the research. We apply these research-derived design considerations to analyze (a) the extent and forms through which the design considerations are reflected in the design of the games, (b) the implications for designing effective model-based games for learning, and (c) the implications for future research on MERs.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A