Developing a digital game-based situated learning system for ocean ecology

Abstract

Digital game-based learning integrates computer games and learning content so that makes learning processes more engaging and attractive to learners. It embodies well-established principles and models of constructive view of learning. It has a number of advantages for learning environments, primarily, the ability that effectively motivate learners. Situated learning is an approach that puts learners into an environment that is similar to where the educational content will be applied in the future. Digital game-based situated learning integrates concepts of situated learning into digital game-based learning so that the learning process can take place unintentionally. This study developed a digital game-based situated learning system with nonlinear scenario paths aiming at 4-6 grades elementary students for ocean ecology learning. The main scenario of the game is centered on the life of a sea turtle heading for growing up. Paths with different ending alternatives of this turtle, formed by different combination of events, are designed to increase the motivation of users to play the game many times. Each event presents a situation and presents information of one ocean ecology concept. Non-player characters (NPCs) designed for each ocean ecology situation. The main knowledge resource is delivered through interactions between the sea turtle and NPCs. In addition to the scenario presented in an event, an observation screen is used to introduce more information about this event. Types of "small games" are designed to fit characteristics of every event. The branch to be followed along the path depends on the result of playing a "small game". In this study, the ocean ecology situations are presented in a vivid animated cartoon to attract children to learn in an interactive manner. Through experiencing different situated learning environments regarding ocean ecology situations, the user can have a better understanding of sea ecology, making their experience in the adventure more engaging and meaningful. © 2008 Springer-Verlag Berlin Heidelberg.