Activity Theory and Analyzing Learning in Simulations. (April 2015)

• Record Type: Journal Article
• Authors: Battista, Alexis
• Other Names: Clapper Timothy C. guest-editor.; Cornell Iris G. guest-editor.
• Is Part Of: Simulation & gaming. Volume 46:Number 2(2015:Apr.)
• Page Start: 187
• Page End: 196
• Publication Date: 2015-04
• Subjects: activity analysis -- activity theory -- activity system -- debriefing -- roles -- scenario-based simulation -- simulation -- simulation-based learning -- sociocultural theory -- Vygotsky -- co-construction; Social sciences -- Study and teaching -- Periodicals; Simulation methods -- Periodicals; Game theory -- Periodicals; Sciences sociales -- Étude et enseignement -- Périodiques; Simulation, Méthodes de -- Périodiques; Jeu de rôle -- Périodiques; Éducation; Jeu d'entreprise; Jeu de simulation; Méthode de simulation; Sciences sociales; Théorie des jeux; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 003.3
• DOI: 10.1177/1046878115598481
• Languages: English
• ISSNs: 1046-8781

Abstract

Purpose . The purpose of this theoretical article is to demonstrate howactivity 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 supportmultiple participants' assigned differentroles . This means that the learning within them is oftenco-constructed, rather than individually derived. These characteristics complicate understanding the learning within them. Method . This article presents a summary of the basic tenants ofactivity 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 atheoretical 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.