I hear and I forget.
I see and I remember.
I do and I understand.
– Confucius

Games Based Situated Learning

Clearly doing is an important aspect of learning and one that is often unappreciated. A robust Games Based Situated Learning Model, though, goes beyond doing. It needs to encapsulate the beingness of a situation.

Games Based Situated Learning is a constructivist learning theory. Learners are immersed in a situation that allows them to explore different perspectives. Indeed, in our games based learning programmes, the whole class play one game, with different sub-teams taking on different roles. The sub-teams need to be true to their mission, but they truly succeed when they negotiate and collaborate to deliver shared goals.

Our Games Based Situated Learning model is built on the interaction of Learn by Doing AND Learn by Being. Plus, it recognises that games need to allow for reflection, that learners need input from teachers and that games need to support assessment. 

1. Learn by Doing (Skills):
  • Actions, activity, engagement, team working and so on.
2. Learn by Being (Knowledge):
  • Environment, values, attitudes, society, diversity, culture and so on.
3. Reflection, Support and Assessment:
  • Learners need to able to reflect and make tacit knowledge explicit. They need to be able to build abstractions.
  • Educators (experts) need to guide and nudge learners as and when required.
  • Assessment should be built into the programme to provide immediate feedback, but also to stimulate further learning. 

It is through the interaction of the three different aspects of the Games Based Situated Learning Model utilised within games-ED products that wide ranging benefits and learning outcomes are generated.


Recognition of Herrington and Oliver
Note: The above model builds on the work of Herrington and Oliver, who have written extensively on situated learning and multimedia. They suggested that to marry up to the theory, programmes need to:

  • Provide authentic context.
  • Provide authentic activities.
  • Embed expert performances and model processes.
  • Provide multiple roles and perspectives.
  • Support collaborative construction of knowledge.
  • Provide coaching and scaffolding.
  • Promote reflection to enable abstractions to be formed.
  • Promote articulation to enable tacit knowledge to be made explicit.
  • Provide for integrated assessment.