VISOLEVirtual Interactive Student-Oriented Learning Environment (Hong Kong)
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Tina: Because VISOLE is a "learning through gaming" activity ...
In the interview with Dan after the course of VISOLE, we probed into the correlation between his gaming resumption and Tina's emotional support--
VISOLE requires students to analyze and evaluate the gaming context of Farmtasia proactively, and then create optimal strategies to play the game.
Tina's case-study-based debriefing (a designated teacher facilitation task in Phase 3 of VISOLE) worked to curb Ava's impromptu gaming approach by letting her understand that she was not merely playing a game, but participating in a near real-life virtual world.
Cara's arbitrary gaming approach made her have no learning progression in Phase 2 of VISOLE. A premise of COGBLe is that, undesirable happenings in games or bad gaming results will lead to discrepancies between what students understood in the past and what they have experienced in the games (Gee, 2007).
In this study, halt gaming emerged in Ava's, Bert's, and Dan's participation in VISOLE. Ava was unwilling to start playing Farmtasia, while Bert and Dan stopped playing Farmtasia respectively after six and seven rounds of gaming.
Notwithstanding the inclusion of the "off-the-game" elements (scaffolding, debriefing, and reflection), a considerable part of the learning in VISOLE relies on gaming.
Adopting a qualitative research approach, the present study uncovered the "black box" inside VISOLE, revealing the significance of teacher facilitation in COGBLe upon the setting of formal teaching in school education.
Controlling the teacher-factor, we focused on gaining an in-depth understanding of the impeding phenomena emerging from the course of VISOLE (a particular approach to integrating COGBLe into formal teaching).
Firstly, we cannot claim that the discovered impeding phenomena will emerge every time when VISOLE is implemented.
This research was an investigation on implementing VISOLE in the context of formal teaching at school.
In our previous design of VISOLE, the scaffolding work (Phase 1) emphasized only on equipping students with high-level abstract knowledge, without paying attention from the technical perspective to preparing them to start up their gaming.