遊戲、故事、戲劇、專題等都是培養新世紀人才的重要方法,然而這些方法脫離了十九世紀以降的行為主義、認知學派,乃至於建構理論嗎?各位可以思考一下您自己的教學策略背後的理論依據。

雖然這些理論並非新的理論,也非無懈可擊,卻仍有其價值和意義,只是高效能的教學者該如何「善用」理論,而非役於理論!一起思考吧?您可以做到嗎?如何做到的?可有一定的模式或原則可循?


Recently I’ve been thinking about the relationship between Learning Theory and Game Design.  Clearly there are game mechanics that exploit particular learning traits and I thought it would be interesting to identify them.


Researchers have long studied the way in which individuals learn.  Over the years, academics have proposed a number of theories to describe and explain this process.  A recent assessment by Burgoyne[1] on schools of thought identified 14 different theories.  However, those fourteen fall into five broad categories that I’ll explore over the next few posts:



Despite the different concepts, it is worth noting that there is no definitive theory for how we learn, rather we exhibit different characteristics depending on the objective and circumstance.