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Computer-Generated Three-Dimensional Training Environments: The Simulation, User, and Problem-Based Learning (SUPL) Approach

Computer-Generated Three-Dimensional Training Environments: The Simulation, User, and Problem-Based Learning (SUPL) Approach

Michael Garrett, Mark McMahon
Copyright: © 2010 |Volume: 2 |Issue: 3 |Pages: 18
ISSN: 1942-3888|EISSN: 1942-3896|EISBN13: 9781609609351|DOI: 10.4018/jgcms.2010070103
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MLA

Garrett, Michael, and Mark McMahon. "Computer-Generated Three-Dimensional Training Environments: The Simulation, User, and Problem-Based Learning (SUPL) Approach." IJGCMS vol.2, no.3 2010: pp.43-60. http://doi.org/10.4018/jgcms.2010070103

APA

Garrett, M. & McMahon, M. (2010). Computer-Generated Three-Dimensional Training Environments: The Simulation, User, and Problem-Based Learning (SUPL) Approach. International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 2(3), 43-60. http://doi.org/10.4018/jgcms.2010070103

Chicago

Garrett, Michael, and Mark McMahon. "Computer-Generated Three-Dimensional Training Environments: The Simulation, User, and Problem-Based Learning (SUPL) Approach," International Journal of Gaming and Computer-Mediated Simulations (IJGCMS) 2, no.3: 43-60. http://doi.org/10.4018/jgcms.2010070103

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Abstract

Problem-based learning is an instructional strategy that emphasises the accumulation and development of knowledge via an active and experiential based approach to solving problems. This pedagogical framework can be instantiated using gaming technology to provide learners with the ability to control their learning experience within a dynamic, responsive, and visually rich three-dimensional virtual environment. In this regard, a conceptual framework referred to as the Simulation, User, and Problem-based Learning (SUPL) approach has been developed in order to inform the design of 3D simulation environments based on gaming technology within a problem-based learning pedagogy. The SUPL approach identifies a series of design factors relative to the user, the problem-solving task, and the 3D simulation environment that guide the learning process and facilitate the transfer of knowledge. This paper will present a simulation environment design according to this conceptual framework for a problem-solving task within the context of an underground mine emergency evacuation. The problem-solving task will be designed to satisfy learning objectives that relate to the development of knowledge and skills for emergency evacuation of the Dominion Mining’s Challenger mining operation located in South Australia.

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