A Process-oriented pedagogy for collaborative game-based learning [Abstract]

The use of games in formal education and beyond demands a pedagogical model that guides technology-enhanced learning. Deriving inspiration from Connectionist and Constructionist epistemologies, a process-oriented methodology was developed for analysing and managing collaborative gamebased learning. Categories of interactions and the major factors that influence them during collaborative gaming were identified. Interactions are categorised at the experiential and metacognitive levels along three dimensions (domain, technology/game and community) and across three pedagogical levels (acquisition, participatory and contributory) characterising novice, experienced and expert learners. This process-oriented pedagogical model attempts to captures the complexity existing in collaborative gaming and thus provides a taxonomic tool for learning and training design.