7. Committed Learning Principle: Feeling both committed to and compelled by their virtual character and the virtual world, the learner commits his/herself to spending a large amount of time on the game (the amount of time being spent on the game being an extension of their real-world identities).
Principle 7: Committed Learning Principle • Learners participate in an extended engagement as an extension of their real world identities in relation to a virtual identity to which they feel some commitment and a virtual world they find compelling
11. Achievement Principle: No matter how good or bad you are at a game, whether you've just started or are a long time player, there are still intrinsic rewards as you play.
Principle 8: The Identity Principle: “Learning involves taking on and playing with identities in such a way that the learner has real choices (in developing the virtual identity) and ample opportunity to meditate on the relationship between new identities and old ones. There is a tripartite play of identities as learners relate, and reflect on, their multiple real-world identities, a virtual identity, and a projective identity” (Gee 64) In a game, players get the chance to take on a new identity and, if the game is enticing enough, try their hardest to make that new character or identity as successful as possible. To relate this to learning, Gee talks about a student in a science class who takes on the role of “scientist” and tries his hardest to make this “scientist” a problem-solver, resilient, innovative, etc. The learner becomes invested in a new identity and has valuable learning experiences because of this identity.
#10 Amplification of Input “for a little input, learners get a lot of output.” In other words, the player (or learner) must be able to receive some type of reward (knowledge, etc) greater than the effort they put into achieving it.
Principle #12: Practice Principle Learners get lots and lots of practice in a context where the practice is not boring (i.e. in a virtual world that is compelling to learners on their own terms and where the learners experience ongoing success). They spent lots of time on task.
8. Identity Principle: Learners can construct a virtual identity by having the ability to make informed and varied choices within a domain. Their identities are shaped by the choices and relationships they build through these experienced actions.
7. Committed Learning Principle: Feeling both committed to and compelled by their virtual character and the virtual world, the learner commits his/herself to spending a large amount of time on the game (the amount of time being spent on the game being an extension of their real-world identities).
ReplyDeletePrinciple 7: Committed Learning Principle
ReplyDelete• Learners participate in an extended engagement as an extension of their real world identities in relation to a virtual identity to which they feel some commitment and a virtual world they find compelling
11. Achievement Principle: No matter how good or bad you are at a game, whether you've just started or are a long time player, there are still intrinsic rewards as you play.
ReplyDeletePrinciple 8: The Identity Principle: “Learning involves taking on and playing with identities in such a way that the learner has real choices (in developing the virtual identity) and ample opportunity to meditate on the relationship between new identities and old ones. There is a tripartite play of identities as learners relate, and reflect on, their multiple real-world identities, a virtual identity, and a projective identity” (Gee 64) In a game, players get the chance to take on a new identity and, if the game is enticing enough, try their hardest to make that new character or identity as successful as possible. To relate this to learning, Gee talks about a student in a science class who takes on the role of “scientist” and tries his hardest to make this “scientist” a problem-solver, resilient, innovative, etc. The learner becomes invested in a new identity and has valuable learning experiences because of this identity.
ReplyDelete#10
ReplyDeleteAmplification of Input
“for a little input, learners get a lot of output.” In other words, the player (or learner) must be able to receive some type of reward (knowledge, etc) greater than the effort they put into achieving it.
Principle #12: Practice Principle
ReplyDeleteLearners get lots and lots of practice in a context where the practice is not boring (i.e. in a virtual world that is compelling to learners on their own terms and where the learners experience ongoing success). They spent lots of time on task.
8. Identity Principle: Learners can construct a virtual identity by having the ability to make informed and varied choices within a domain. Their identities are shaped by the choices and relationships they build through these experienced actions.
ReplyDelete