The Biological Basis of Learning

David L. Rodgers

Simulation & Gaming, 2015, vol. 46, issue 2, 175-186

Abstract: Background: Brain-based learning (BBL), also referred to as educational neuroscience , examines learning as a biological process. Teaching to support BBL requires blending of understanding of neuroscience with the practice of education. With BBL, the learning environment is designed to enhance the brain’s natural ability to learn. Aim: This manuscript describes the fundamentals of brain-based learning, translates the basic tenets of BBL to the simulation learning environment, and presents practical application strategies for simulation-based learning. Method: Focusing on the work of Renate and Geoffrey Caine, this article examines their approach to BBL, including the three core elements of brain-based learning experience: orchestrated immersion in complex environments, relaxed alertness , and active processing . The three elements of the Caine and Caine model are well-embedded in the larger BBL literature and have particular utility with simulation-based education. Results: The three core elements of BBL have direct application to simulation as a teaching and learning practice. This paper presents several specific strategies designed to enhance both the simulation event experience and the debriefing . Conclusion: The simulation learning environment can be adapted to capitalize on the tenets of BBL. Several instructional strategies are available to enhance the biological process of learning while utilizing simulation-based learning practices.

Keywords: active processing; brain-based learning; debriefing; educational neuroscience; instructional strategies; learning; learning environment; neuroeducation; orchestrated immersion; relaxed alertness; simulation; theory (search for similar items in EconPapers)
Date: 2015
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Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:46:y:2015:i:2:p:175-186

DOI: 10.1177/1046878115590585

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