Ludic Constructivism: An Epistemological Approach to Why and How We Learn in Computer Games
Michael Wagner
Fri., June 11, 11:00–12:30, Inn Wisconsin
Based on the Ernst von Glasersfeld’s (1996) theory of radical constructivism and Heinz von Foerster’s (2003) second-order cybernetics, this presentation develops an epistemological approach to the nature of computer game play and the principles of game based learning (Wagner, 2006, 2008).
It is first argued that human self-awareness is based on the ability of self-observation. The self-aware individual therefore becomes a second order observer of his or her own identity and creates knowledge not only by constructing a model of an ontological reality as postulated by constructivist theories, but rather by constructing a model of his or her interactions with this reality as a first order observer. We call this variation of radical constructivist theory ludic constructivism.
According to Gee (2004), a player extends his or her identity into game space through the development of a virtual identity. This can be interpreted as a conceptual separation of the individual first order observer, which is now primarily an element of game space, and the corresponding second order observer outside of game space. Simply put, a player is actually observing a constructed model of him or herself during game play.
On this basis we are able to formulate a theoretical position that identifies the purpose of human play as follows. By continually balancing first and second order observation during game play, a player develops and trains the ability of self-observation and knowledge creation. The purpose and value of game play therefore lies not in the creation of knowledge itself, but rather in the creation of knowledge on how to create knowledge or, more general, in the development of self-awareness as a knowledge creating individual.
Within the realm of game studies, this epistemological approach allows us to better understand the process of learning in, through and with computer games. Since first order observation during game play takes place within game space the player does in general not construct knowledge relevant to an ontological reality outside the game. What is learnt in a game usually stays in the game.
This is the main reason why, for example, violent behavior is far more difficult to be learned through a game than so called common sense might suggest. Even though a game might look real, it is never identical with an ontological reality. The mental model that is created by the player is always constructed with respect to a first order observer outside of this reality and inside the game.
For learning to occur, the play-based mental model has to be actively transferred into a mental model relevant to our ontological reality. During this transfer, the model has to be translated from a game context into a non-game context. This finally allows us to derive a game based learning theory that can be applied to serious game design or game based instructional design. The talk will finish with practical examples on how the presented ludic constructivist theory can guide teachers as well as game designers in creating game based environments that support deep learning.
References
Gee, J. P. (2004). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
von Glasersfeld. E. (1996). Radical constructivism: A way of knowing and learning. London: Falmer Press.
von Foerster, H. (2003). Understanding understanding: Essays on cybernetics and cognition. New York: Springer-Verlag.
Wagner, M. (2006). Computer games and the three dimensions of reading literacy. Proceedings of the 2006 ACM SIGGRAPH Symposium on Videogames, Boston, MA. 139–142.
Wagner, M. (2008). Neue leseräume: Zur lesekultur in partizipativen Mediensystemen. medien + erziehung: merz: zeitschrift für medienpädagogik 6. 76–85.