How People Learn Part 2: Linda Boveda

Linda Boveda Learning Theory Mashup

This is a review of the learning theory mashup created by Linda Boveda. The theory will be reviewed in the context of John Bransford’s “How People Learn” (Bransford, Brown, & Cocking, 2000).

The infographic bring reviewed can be found here.

Overview: The theory presented combines elements of constructivism and connectedness to suggest that the social and experiential learning that takes place during gaming may lead to deeper connections and understanding of content.

Breaking down the theory, based on the key elements of Bransford’s theory:

1. Learner-centered: Boveda presents a theory in which the student drives learning through game play. According to Bransford, the instructor must take into account the student’s prior experience and knowledge, in order to avoid misconceptions related to the content. In the gaming model, the instructor may have little or no direct intervention on the student. Given this scenario, one would perhaps replace “the instructor” with “the game.” It would be important for the game designer to consider what previous knowledge players may bring into the game, and find ways to address these misconceptions in the course of the gameplay.

2. Knowledge-centered: Bransford’s theory highlights the need for clear goals in terms of the knowledge that will be gained during the learning, and giving students a clear path to follow. Again, in the context of gaming, this is often a fundamental element of game design. While open-ended games exist, most games are designed with a clear objective, even if the pathways to that objective are flexible. In this case, by allowing the student to create meaning through gameplay, and having a clear objective, Boveda’s theory meets the criteria of learning in Bransford’s theory.

3. Assessment-centered: Frequent formative assessments allow for self-reflection and gauging of progress by both students and instructors. Again, in the realm of gameplay, formative assessments take the form of repeated attempts to achieve a goal. When a student fails to reach an objective, they have the opportunity to assess the methods used, identify potential weaknesses in their skills, and either build those skills or attempt to reach the objective via another path.

4. Community-centered: This is closely related to the social aspect of gaming described in Boveda’s theory. When students game together, either in cooperative or parallel play, they have the opportunity to learn from one another, and the learning becomes community based. Players can share successes, failures, and seek or provide assistance with players of different skill sets.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience and school.  Washington, D.C.: National Academies Press.