2012 年 22 巻 SPECIAL 号 p. 16-24
In simulation and gaming field, a game is understood as a tool to help a group of learners share experiences and communicate through “multiloguing (Duke, 1974),” and a group or analog game is often used. Studies in this field set up higher-order objectives such as rule finding and problem solving. On the other hand, in educational technology field, games are studied as a type of Computer Assisted Instruction; therefore, the word “game” is understood as a personal game or a digital one. People in this field introduce games into individualized learning in order to motivate the learner. Their main objectives are the acquisition of knowledge and skills and training in rule application. I am interested in unifying the results of the studies in these two fields concerning the educational use of game and gaming. The games that my team has developed for the education seek to cultivate the higher order objectives. I also think that individualized learning is important, since the results of group learning may be greatly dependent on the combinatory qualifications and abilities of group members. Therefore, I am trying to establish a method to facilitate automatic gaming through the collection of the detailed log data of game play. In order to achieve this goal, I think that the integration of the model of the target world and the model of the learning process is necessary. Moreover, I believe that we require new design principles for instructional materials, ones that differ from those of traditional educational games.
