Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games

  title={Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games},
  author={Lloyd P. Rieber},
  journal={Educational Technology Research and Development},
  • Lloyd P. Rieber
  • Published 1 June 1996
  • Computer Science
  • Educational Technology Research and Development
Little attention has been given to the psychological and sociological value of play despite its many advantages to guiding the design of interactive multimedia learning environments for children and adults. This paper provides a brief overview of the history, research, and theory related to play. Research from education, psychology, and anthropology suggests that play is a powerful mediator for learning throughout a person's life. The time has come to couple the ever increasing processing… Expand
The phenomenon of play is proposed as a legitimate goal for interactive multimedia learning environments and the issues that frame it involving elementary and middle school students, graduate students, and students with intellectual and behavioral disabilities. Expand
An approach to a virtual learning environment through a game
The present project has produced a 3D virtual learning environment with the aim of providing a space for learning activities that does not contain violent or destructive elements, and is suitable for children of all ages and both sexes. Expand
Games and Simulations: A New Approach in Education
Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack of available well-designed research studies aboutExpand
Designing Game-Based Interactive Mathematics Learning Environments for Children
With the tremendous growth of the use of computers in schools, sound research is needed on how to design interactive learning environments that effectively help children by promoting reflectiveExpand
Endogenous Fantasy – Based Serious Games: Intrinsic Motivation and Learning
Current technological advances pale in comparison to the changes in social behaviors and ‘sense of place’ that is being empowered since the Internet made it on the scene. Today’s students view theExpand
From Content to Context: Videogames as Designed Experience
Interactive immersive entertainment, or videogame playing, has emerged as a major entertainment and educational medium. As research and development initiatives proliferate, educational researchersExpand
The Cambridge Handbook of Multimedia Learning: Multimedia Learning in Games, Simulations, and Microworlds
This chapter reviews and critiques the scientific evidence and research methods studying the use of games, simulations, and microworlds as multimedia learning tools and uses the distinction between explanation and experience to understand the unique design opportunities of interactive educational multimedia. Expand
Play & Learn: Designing Engaging Educational Games for Children
The use of computer games as common vehicles for education, as opposed to pure entertainment, has gained immense popularity in recent years. In this paper, we investigate the appealingExpand
Computer games as a pedagogical tool in education
The model for the inclusion of various exogenous games into existing educational formats corresponding to Gagne’s (1977) instructional events was found to have value in web-based instructional design and designing computer based learning environments for young students and those with special needs. Expand
"Ninja Looting" for instructional design: the design challenges of creating a game-based learning environment
The purpose of this paper is to present an overview of a 3D game-based learning environment and to highlight some of the issues that arose during the design, development, and production. Expand


Psychological foundations of instructional design for emerging computer-based instructional technologies: Part II
An integrated meta-model derived from both CBI and non-CBI research and theory is presented, which reflects a more reflective view on the relationship among learner, learning task and performance requirements, and the selective use of media capabilities. Expand
Instructional simulation from a cognitive psychology viewpoint
The advent of the microcomputer has resulted in an increased interest in the design and use of instructional simulations. This type of simulation has the potential to enhance the transfer of learningExpand
Psychological foundations of instructional design for emerging computer-based instructional technologies: Part I
Computer-based instruction (CBI) has strong historical roots in behavioral psychology. In many cases, behavioral CBI is very effective in meeting instructional needs. Criticisms of CBI, centeringExpand
Mental models: A research focus for interactive learning systems
This article calls for programmatic research on learners' mental models and provides guidelines for the conduct of such research. Expand
Anchored Instruction and Its Relationship to Situated Cognition
In a recent Educational Researcher article, Brown, Collins, and Duguid (January-February 1989) discussed the concept of situated cognition. We explore relationships between this concept and ourExpand
Intrinsic Motivation and instruction: conflicting Views on the Role of Motivational Processes in Computer-Based Education
Microcomputers offer unique opportunities for systematic variations in the presentation of educational materials and for research concerning the social, motivational, and academic consequences ofExpand
Requirements and benefits of effective interactive instruction: Learner control, self-regulation, and continuing motivation
The components of learner control, self-regulated learning, and continuing motivation are examined as possible requirements and benefits of effective interactive instruction and a theoretical framework is advanced which illustrates the interdependence and mutual importance of these three components. Expand
Since Malone's Theory of Intrinsically Motivating Instruction: What's the Score in the Gaming Literature?
Instructional gaming is an alternative strategy that can be used for many applications including tutoring, promotion of self-esteem, and practice of existing skills. The article begins with anExpand
Situated cognition and learning environments: Roles, structures, and implications for design
Situated cognition has emerged as a powerful perspective in providing meaningful learning and promoting the transfer of knowledge to real-life situations. While considerable interest has beenExpand
Computer-based microworlds: A bridge between constructivism and direct instruction
It is suggested here that each has something to learn from the other, and that computer microworlds offer a platform for collaboration. Expand