The use of computers to improve general and task-specific mastery is the core of most computerized learning games. But they are also employed to communicate complex structures. Substantive theories explaining concept formation and learning has been developed by Piaget (1936) and used by Papert (1980) in a computer-specific sense. A recurring assumption in theories of learning is that people who learn from computer games learn in an abstract way, i.e., they learn more than to repeat efficient manipulations of the symbols on the screen.This study develops a theory of the learning process involved when simulation games are used to reveal the structure of a complex system. Within the framework of a sample of student exposure to a compute simulation game, we find evidence for a theory that games do transmit knowledge of a complex system. In particular, the study indicates that participants Initial Experience, as well as its Relevance to the situation plays a major role in the mastery of the game. Another factor determining understanding of the structure is the use of gradually increased complexity. A System Dynamics simulation model of the learning process is developed, giving new insights into how simulation models should be built to overcome dilemmas of game transparency and real world complexity. A sample of 8 students show a close fit to the model predictions. A framework for further behavioral research and the state of the art implications for System Dynamics modelling practice is outlined.

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Date created

• 1987

Type

• Document

Processing Activity

• Processing documentation available at: https://wiki.albany.edu/display/SCA/Processing+Ingested+Digital+Files

License

• Creative Commons BY-NC-ND Attribution-NonCommercial-NoDerivs 4.0 International

  
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ITEM CONTEXT

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ef456d2a6c943c510d5169405dfd9416

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Part of

83d7d84d4a906b77a877f50ccddf0ccd

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Part of

23d738ba88f8333bc39725f9cb5bd0b8

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Collection

System Dynamic Society Records

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Collecting area

• This collection is part of the University Archives