The serious game constructivist framework for children's learning

Abstract

Recent studies have shown adoption of basic tenets of constructivism in the design of learning environments. Individual representation of knowledge; active learning through exploration; and learning through social interaction or collaboration make-up the basic tenets of constructivism that is addressed in turns in relation to serious games. In contrast to behaviourism which views learners as active recipients of information, in constructivism, the learner is an active processor of information. The constructivist view of learning has been embraced by the video game world. We are currently witnessing a dwindling interest in drill and practice educational games and an overwhelming acceptance of serious games believed to be consistent with the constructivist view of learning. The broadness of constructivism has made it difficult for serious games to completely adopt this principle. This paper aims at ascertaining the extent to which serious games have adopted this pedagogical principle in its approach to facilitating learning.