The playable case study: An online simulation for skill and attitudinal learning
playable case study, instructional design, instructional simulation
In this chapter we examine how knowledge- and skill-based learning might be integrated with broader views of learning that also account for changes in percep- tions of the discipline and attitudes toward professional practice. We do so by reporting our work on a mixed-reality educational simulation that we call a Playable Case Study (PCS). First, we describe the elements that define a PCS. Next, we describe a specific PCS designed to introduce students to the field of cyberse- curity and report survey data from a recent pilot study that illustrates the types of attitudinal- and skill-based learning this type of simulation might encourage. Finally, we describe insights we gained from our findings about how the PCS simulation could further facilitate students’ learning more than only the knowledge or factual components of a discipline.
Original Publication Citation
Winters, D. M., McDonald, J. K., Hansen, D. L., Johnson, T. W. Balzotti, J., Bonsignore, E., & Giboney, J. S. (2020). The playable case study: An online simulation for skill and attitudinal learning. In Hokanson, B., Clinton, G., Tawfik, A. A., Grincewicz, A., & Schmidt, M. (Eds.), Educational technology beyond content: A new focus for learning (pp. 127-140). Springer Nature Switzerland AG. http://doi.org/10.1007/978-3-030-37254-5_11
BYU ScholarsArchive Citation
Winters, Desiree Marie; McDonald, Jason K.; Hansen, Derek L.; Johnson, Tanner W.; Balzotti, Jonathan; Bonsignore, Elizabeth; and Giboney, Justin S., "The playable case study: An online simulation for skill and attitudinal learning" (2020). Faculty Publications. 4034.
Springer Nature Switzerland AG
David O. McKay School of Education
Instructional Psychology and Technology
© 2020 Springer Nature Switzerland AG