ACADEMICS
GENERAL
I look to integrate cognitive, affective (emotion) and conation (volition) learning domains, with the notion of child psychology, into digital learning game platforms, in turn diversifying learning concept and child development. These concepts may then assist in enhancing the notion of self-actualization, self-regulated, self-discipline learning, thus generating individualism in learning material.
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Immersive digital learning platforms which focus more on problem solving and development of innovative, and creative thinking, thus promoting long term critical thinking rather than transient skills.
Therefore, using fantasy three-dimensional environments in combination with educational materials, learning domains and physiological components, an enhanced representation of future learning and gaming can be developed. Since, rich stimulating materials and environments make children question their surroundings and forces them to interact with objects at hand, which is extremely important for maximum cognitive development. It will therefore be beneficial if technology can be correctly utilised to enhance children's learning abilities to potentially establish the idea of lifelong learning within personalised digital platforms.
Thus, this proposed game play can be a way a child master’s content and skills through familiar mediums while having fun playing games. Through this the child can explore and develop innovative and creative ideas in a controlled and safe environment within the form of play and exploration, which is a basic principle in the learning process. Yet, knowing which game characteristics, that are responsible for inducing mental change, will be of both scientific and practical interest. Where, such knowledge may guide the development of new meaningful game design to improve particular social and psychological wellbeing and cognitive functions within children. This could therefore help to develop the idea of educational standards beyond academic disciplines, through meaningful activity in games interactive virtual worlds.
MASTERS DEGREE
This study aims to understand and investigate what components can generates stronger human-technology connection, by diversifying learning concept and methods through the use of creative video game adaptions for personalised educational game platforms.
Key words: Gamification; Game Based Learning; Exploration; Play; Cognitive; Affective; Conation; Psychology; Creative; Active; Individuality; Diversity
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Social Science
Qualitative
Phenomenological Research
Participatory Action Research
Grounded Theory
Interpretivism
Constructivism
Behaviorism
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"Within the contributions of Cognitive Science it has been established that knowledge acquired during growth is constructive and active, for it is the individuals own experience through their own perspective rather than something that is passively absorbed. Since, learning and cognitive development are intrinsically variable, these methods of understanding are essential for conceptualising how learning progresses and takes place, and how concepts and conclusions are constructed with the understanding of real time physical world aspects. Therefore, combining a better understanding of the mind and the learning process, a supporting notion of active learning can occur to support beneficial interaction between people and technological tools"
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"Learning is limitless however it should also be active, engaging and enjoyable"
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LIFE
We are on the scale of moving out of our primitive human tendencies and into the future, in doing so we are broadening our understanding of our existence and function. What we decide to create and do in the next few years will establish the future of the humanities. Therefore the question is, will we break it or excel it into an existence of synchronisation and understanding of the self and the world around us and our creations within.
Therefore we should look to design and create programs and systems which in turn look at natural human development within all forms of intelligence: such as intellectual, emotional and adaptive and so forth. However, creating tools which fuses a vast array of skill-sets within a multi-tiered representation of concepts. Thus concentrating on the well-being and development of the individual by nurturing and enhancing their own natural capabilities from a young age. Emphasising the importance of individualism and individual assessment which is encouraged through personal thinking and improvement on self and self-learning.
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Technology is ubiquitous and it is rapidly transforming the way we live our lives, information of literally every variety is available to us at a touch of a button. Yet our creations are still ambiguous and the effects it has on us is still unknown. Therefore I work towards understanding what exactly the human technology connection is, and how our advances can be used to positively influence our learning process, behaviour, growth and health. Since regardless of any educational system or technological advancement at the heart of all systems is the human, and what exactly is the human?
GENERAL
The Western education system is still in the industrial age, quarrelling against originality and individuality, with passive instead of active participation in learning, and limited integration of affective internalisation and psychological components. Through millennia fixed information has been passively transferred, thus reflecting on the recurring problem of children attending school to learn yet not how to learn and how to think beyond the presented disciplines within the system.
Disciplines which transition beyond transient skills and immobile knowledge into effective intellectual, emotional and adaptive intelligence, which allow for an expansion towards innovative, creative and critical thinking to develop advanced problem solving skills.
To support the concept of education as a life long journey, there is a need for exploration of knowledge and self-discovery within self-motivated learning and a liberation driven by intrinsic reward through active engagement with enjoyment. Therefore, game environments are proposed for personalised educational platforms, as these environments offer opportunities to dealing with actual real world problems, qualitative and innovative thinking, adaptive learning, deep level problem solving and affective social control.
In turn these technologies can provide scaffolding to learning processes by developing learning tools and platforms which provide active control and interactivity within digital learning systems.
MASTERS DEGREE
Identified problems​:
The Industrial age education system with its passive, impersonal learning, is not appropriate to our technological advances of today and tomorrow. Education is lacking in diversity of content and active, self-motivated involvement and appropriate technological integration. With incomplete attempts to educational game integrations and lack of interest adjacent commercial game standards. Besides almost no affective and conation management with higher levels of thinking for better human technology connection and understanding.
Dismissing the opportunity to use natural exploration methods suggested in cognitive science and its active participation to generate real time, growth oriented learning integrated onto personalised game platforms. These missed integration opportunities are mainly due to a dearth in communication and collaboration between commercial game designers and educators-scientists, and a lack of comprehension of the great importance of the workings of the mind and the affective and conation control within education.
LIFE
As we move into our future it is suggested to peruse changes or adaptions towards the concepts we present our children within learning establishments. Since, a system is created to serve a purpose at a certain time, yet once a system is stagnant and causes friction, it has served its function and it’s time to change.
The world around us is rapidly shifting, and our advances and understanding is growing yet our most important learning structure is not. We’ve hit a stagnant position within our educational system, thus we must question if the concepts and mediums presented in school systems are of real value and use in the actual outside adaptive world. As a vast adaption of understanding and self-regulated skills are becoming increasingly important to succeed in the twenty-first century world, and the movement into the information age with online employment opportunities as an example.
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Thus we need to start looking at relevant and usable adaptable learning material to accelerate education into the future, knowledge that helps us understand the world around us and how to coexist with all that inhabits the planet. Thus including information and learning that addresses and generates concepts and deep comprehension to improve and resolve the current problems of the known world.
