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Real-Life Contexts in Learning Games: Towards a New Typology

Real-Life Contexts in Learning Games: Towards a New Typology

Alex Moseley
Copyright: © 2018 |Volume: 8 |Issue: 4 |Pages: 14
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781522545866|DOI: 10.4018/IJGBL.2018100102
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MLA

Moseley, Alex. "Real-Life Contexts in Learning Games: Towards a New Typology." IJGBL vol.8, no.4 2018: pp.18-31. http://doi.org/10.4018/IJGBL.2018100102

APA

Moseley, A. (2018). Real-Life Contexts in Learning Games: Towards a New Typology. International Journal of Game-Based Learning (IJGBL), 8(4), 18-31. http://doi.org/10.4018/IJGBL.2018100102

Chicago

Moseley, Alex. "Real-Life Contexts in Learning Games: Towards a New Typology," International Journal of Game-Based Learning (IJGBL) 8, no.4: 18-31. http://doi.org/10.4018/IJGBL.2018100102

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Abstract

The use of real contexts in learning has been of central interest to educational developments such as experiential learning, case studies, work placements and simulations. They centre around the benefits of putting students in realistic situations, using real tools to solve real/realistic problems. A growing number of learning games are making use of context in this way: initially focused around serious games (many close in character to simulations) and most recently distilled into immersive and pervasive games, which mix real and imagined contexts for apparently deep learning experiences. This article reviews the existing literature around the use of context in learning, considers the applicability to learning games, and proposes new theoretical developments through the consideration of four models for the integration of context into learning experiences, based on a typology of existing contextual learning experiences and games. To illustrate the models and begin to strengthen the typology, a number of existing case studies are referenced, and further research needs highlighted.

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