Can Autobiographical Memories Create Better Learning? The Case of a Scary Game

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    Abstract

    We all have a few distinctive memories from school – fond or horrid, close or distant, from class or from recess. But because our minds tend to conserve space and only register new and unusual information, most days and lessons just dissolve into a blur. Therefore, autobiographical memories are usually a poor indication of what anyone has learned in school. Here, we attempt to conceptualize the interplay between dramatic experience and conceptual learning in terms of memory processes. We present a scary Mobile Urban Drama (Hansen et al. 2008, 2011), “The Chosen Ones”, designed to teach 7-9th graders science in the great outdoors. Using theories of how episodic and semantic memory formats interact, we ask if the memorability of the game, also have an influence on how players retain the kind of fact-based information that our schools are so fond of testing.
    Original languageEnglish
    Title of host publicationProceedings of ECGBL 2011. The 5th European Conference on Games Based Learning
    EditorsDimitris Gouscos , Michalis Meimaris
    Number of pages8
    Publication date2011
    Pages350-357
    ISBN (Print)978-1-908272-18-8
    Publication statusPublished - 2011
    Event5th European Conference on Games Based Learning - Athens, Greece
    Duration: 20 Oct 201121 Oct 2011

    Conference

    Conference5th European Conference on Games Based Learning
    Country/TerritoryGreece
    CityAthens
    Period20/10/201121/10/2011

    Keywords

    • Episodic Memory
    • Semantic Memory
    • Autobiographical memory
    • Mobile Urban Drama
    • Out-of-school environments

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