Description of Study
This study highlights design-based research approach to investigate the potential of immersive learning environments to support critical knowledge building and collaboration among learners. This approach has been chosen because it acknowledges the importance of context in learning, it can be used to examine theoretical questions, and also refine educational practice. The context for the research project is a pervasive game (e.g. an alternative reality game) – a prototype of the game is being created in the virtual world, Second Life, and will be tested by a group of game designers, subject matter experts and gamers. The game is conceptualized as a learning ecology which is a complex system that has multiple components and levels that function together to support learning. The game explores the varying approaches that different stakeholders in a fictional town/region use when dealing with issues of climate change, specifically as they relate to risk management. The game is designed to:
- provide different perspectives on a risk management approach to climate change;
- provide opportunities for students to develop research and analytical skills in different knowledge domains (e.g. health sciences, public policy, atmospheric science, anthropology);
- provide a learning environment that is complex and reflects that intricacies of real world events; and
- examine the validity of theory related to distributed intelligence, specifically in context of pervasive, game-based learning environments.