Role-based Multi-media Educational Games

Graphically Advanced Multi-media Educational Simulations (GAMES) are implemented to support Reality-Oriented Learning Experiences (ROLEs). In educational games of this type, a player is:

• immersed into a synthetic environment, and
• given a goal or goals to achieve in that context.

Then, with the assistance of:

• context-sensitive help,
• relevant expert advice,
• software tutoring agents, and
• cues provided by the environment itself

The player sets about

• solving problems,
• achieving goals,
• "learning by doing" and
• learning to "think like an X"

The following are currently active GAMES projects at NDSU:

1. the NDSU Dollar Bay game -- a graphical, multi-user, simulated environment for teaching micro-economics;
2. the NDSU Retailer Project -- a web-based project to provide theory and practice in retailing
3. the Geology Explorer -- a text-based exploratory environment to teach the Geosciences (developed in collaboration with Drs. Schwert and Saini-Eidukat).

Role-based Educational Games

• Play GAMES (Graphically Advanced Multi-user Educational Simulation)
• Assume a ROLE (Reality-Oriented Learning Experience) in a simulated environment
• Learn by "DOING"
  (thus assuming a role in that environment and
  learning to "think" in the way prescribed by the role)
  • Depends on authentic experiences
  • Learning is contextualized
  • Graphical user interface

Example: The Dollar Bay Game

Multi-user Environments

• Supports the "spatial" metaphor
• Typically results in competitive situations
• Potential exists for cooperative learning, too

Web-based Instruction

• Course in Web design and implementation that produces another course on Retailing
• Course contains approximately 40 modules on different sub-topics within retailing
• Attempts to support Active Learning
  • By implementing a "highly graphical, highly interactive" presentation in each module
  • By creating a game-like presentation
    • where learners are presented with an authentic task
    • where learners are given choices/decisions to make in accomplishing that task
• Implements a self-paced "learn by doing" environment
• Provides distance education (via the World Wide Web)

Example: The Retailer Education Project

Example: The Restauranter Education Project

Exploratory Learning

• A spatially oriented multi-user environment
• Intended to teach Scientific Problem Solving (deductive reasoning)
• Takes the "learn by doing" approach by
  • Immersing learners in an authentic environment
  • Assigning learners an authentic Geoscience goal in the context of that environment
  • Providing learners with context sensitive help and expert advice
  • Providing simulated tools and artifacts implemented as object-oriented "agents"
• Near term plans include
  • Deductive software tutoring agents
  • Text-to-Graphic development Curve

Example: The Geology Explorer: Voyage to Oit

The Future

• A Theory of Abstract and Concrete Roles
• Software Tools for GAMES Development
• Case-based Teaching with software tutoring agents based on expert cases and student success and failure.