 Activity Theory and Analyzing Learning in SimulationsAlexis Battista Simulation & Gaming, 2015, vol. 46, issue 2, 187-196 Abstract: Purpose . The purpose of this theoretical article is to demonstrate how activity theory , a neo-Vygotskian sociocultural theory, can be used to analyze learning during simulation-based activities. Background . Simulations are complex, dynamic environments that evolve and change throughout implementation. Moreover, simulations simultaneously support multiple participants’ assigned different roles . This means that the learning within them is often co-constructed , rather than individually derived. These characteristics complicate understanding the learning within them. Method . This article presents a summary of the basic tenants of activity theory ( AT ), followed by a worked example to demonstrate how AT can be used as an analytic lens to generate rich description and analysis of participant activities as embedded in a complex dynamic simulation. Conclusions . Activity theory can be used as a theoretical lens in order to account for how participants partake in simulation-based learning contexts, which supports the rich description and analysis of how participants accomplish their goals. Keywords: activity analysis; activity theory; activity system; debriefing; roles; scenario-based simulation; simulation; simulation-based learning; sociocultural theory; Vygotsky; co-construction (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:46:y:2015:i:2:p:187-196 Access Statistics for this article More articles in Simulation & Gaming |
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