2007 Volume 17 Issue 1 Pages 41-50
In this paper, from the perspective of a situated learning approach, I examined how interactions between players and facilitators in simulation and gaming sessions are organized in a socially situated way. In particular, by using the concept of ‘legitimacy’ within the context of learning as social practice, I illustrated and analyzed processes of interactions in ‘learner-centered’ debriefing sessions. Based on the illustration and analysis, the following two points were clarified; 1)‘learner-centered’ debriefing sessions involved a paradox of ‘coerced’ free discussion, in which players were allowed to discuss any topic freely, but not excluding the free discussion itself; 2) facilitators attempted to ‘enroll’ players, and the unequal relations of power between them play crucial roles to achieve ‘learner-centered’ educational practice of simulation and gaming without breaking out the paradox. Finally, I argue that an experiential learning approach pays attention solely to learners’ individual cognitive processes in simulation and gaming, but ignores changing relationships among participants in it, while it is often recognized as the basis of ‘learner-centered’ educational practice.
