H. Chad Lane Presents at Academic Lessons from Video Game Learning

October 9, 2010 | Fordham University, New York, NY

Speaker: H. Chad Lane, ICT
Host: Psychology Department, Fordham University

In this presentation I will give an overview of the issues involved with providing guidance in game-based learning environments. With roots in the classic debate between discovery and guided learning, the tension arises from simultaneous desires to not detract from the features that generally make games appealing (e.g., freedom to explore, making meaningful choices, observing outcomes, solving problems, being emotionally engaged), but prevent floundering and other non-productive game activities that hinder learning. I will discuss two methods our group has explored for addressing this tension. The first is to ensure that game success aligns directly with learning goals, meaning that feedback and guidance directly contributes to game success (and is thus accepted). The second method has been to provide feedback implicitly through dynamic adjustments to the game experience (aka, pedagogical experience manipulation).