Abstract:

Live simulations may offer a natural form of multimodal learning through embodied action, which can be engaging to a variety of learners and provide a platform for inclusion of special needs learners across the classroom. In this approach to interactive learning, the subject matter is embedded in narrative Role Play Games. Through this platform which combines the narrative framework with a game-driven approach an analogue simulation can be designed and implemented by the teacher allowing for easy adaptation to the particulars of the learners and the school. In this way a contextual and personalized learning design is available that provides for interactive and embodied learning, which appeals to the segment of boys that are often difficult to motivate with ordinary uni-modal teaching methods.

The paper will present preliminary results from an action research project carried out in collaboration with a municipal secondary school. It has been part of a large scale research project, which has implemented models for embodied learning through narrative role-play games and interactive simulations.

Keywords:

Embodied learning, inclusion, simulations, narrative learning, game-based learning.