Policy Game, Online Game--Simulated: Applying the Ecology of Policy Game to Virtual World

Autor/in	Park, Yong Jin
Titel	Policy Game, Online Game--Simulated: Applying the Ecology of Policy Game to Virtual World
Quelle	In: Communication Teacher, 26 (2012) 1, S.45-49 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-4622
DOI	10.1080/17404622.2011.625366
Schlagwörter	Communications; Public Policy; College Instruction; Instructional Effectiveness; Computer Simulation; Decision Making Skills; Governance; Administrative Organization; Access to Information; Internet; Copyrights; Information Transfer; Free Enterprise System; Computer Mediated Communication; Perspective Taking; Simulated Environment; Learner Engagement + Suchen Sie Ihr Suchwort? Nachrichtenwesen; Öffentliche Ordnung; Hochschullehre; Unterrichtserfolg; Computergrafik; Computersimulation; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Informationsübertragung; Freie Wirtschaft; Computerkonferenz; Zukunftsperspektive; Künstliche Umwelt
Abstract	Teaching communication policy to young college students can be a challenge. Students often consider law and policy as difficult, abstract, or even unrelated to their lives. Yet experienced teachers note that students--especially those who are first exposed to regulatory concepts--benefit when they actively participate, engage, and deliberate for the position they believe is of justice. The transactional model of communication in fact suggests that learning brings the best outcomes when it is treated as a process in which students share experiences and meanings in didactic conversation. Research also suggests that active participation occurs if students genuinely believe the issue touches their own interests and stakes. Similarly, for communication policy studies, the link to didactic engagement can be staged or simulated in an online environment in which individual students assume the role of each policy actor. In this article, the author describes a three-stage course wherein students will learn the genesis of regulatory gridlock by applying the ecology of policy game in the virtual environment of Second Life. The advantage of Second Life, the virtual reality game, is to enable an engaging platform for students to exercise, experiment, or use judgment in choosing policy in interaction with classmates. The students can come back to the real world classroom as the class runs regularly, reflect on the past virtual experiences, and engage with each other to formulate positions. Evidence shows that online gamers tend to exhibit even more emotional engagement in cyberspace communities than in the real world, as the consequences upon their avatars are perceived as real. Simply put, the students may find new digital environments more comfortable and "real" than law or policy texts. By staging multiple platforms of dialectic interaction, Second Life can bring students closer to abstract class concepts. (Contains 1 table, 1 figure and 1 note.) (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10