Situating and Sequencing Quagmire: The Role of Simulation-Based Gaming in Preparing Students for Future Learning at Capitol Reef National Park, Utah

Autor/inn/en	Zajchowski, Chris A. B.; Riley, Michael J.; Meerts-Brandsma, Lisa
Titel	Situating and Sequencing Quagmire: The Role of Simulation-Based Gaming in Preparing Students for Future Learning at Capitol Reef National Park, Utah
Quelle	In: Schole: A Journal of Leisure Studies and Recreation Education, 36 (2021) 1-2, S.75-90 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zajchowski, Chris A. B.) ORCID (Meerts-Brandsma, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-156X
DOI	10.1080/1937156X.2020.1718041
Schlagwörter	Situated Learning; Experiential Learning; Field Trips; Simulation; Educational Games; Game Based Learning; Role Playing; Place Based Education; Sequential Approach; Capstone Experiences; Instructional Effectiveness; Student Attitudes; Student Participation; Undergraduate Students; Career Readiness; Parks; Historic Sites; Land Use; Tourism; Recreation; Utah + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Exkursion; Simulation program; Simulationsprogramm; Educational game; Lernspiel; Rollenspiel; Schrittfolge; Unterrichtserfolg; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Freizeitpark; Historische Stätte; Bodennutzung; Tourismus; Re-creation; Erholung
Abstract	We assessed the efficacy of the educational simulation Quagmire to deliver curriculum focused on park and protected area management in a time of record visitor use. Specifically, our study evaluated how Quagmire prepared contemporary students to maximize field-based learning during a week-long experience at Capitol Reef National Park, USA (Capitol Reef). Student essays and discussion responses (n = 71) were collected following the visit to Capitol Reef, and coded by two researchers familiar with Quagmire and simulation-based learning. Place-based education and preparation for future learning frameworks were used in qualitative analyses. Results indicate students perceived Quagmire prepared them to maximize learning at Capitol Reef, however, combining Quagmire with subsequent field-based learning did not substantially contribute to outcomes associated with connection to place. Implications for using Quagmire with contemporary student populations are discussed, as is the potential usefulness of sequencing simulation-based gaming with field-based learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01