With the advent of social media platforms such as Youtube, Instagram, Twitter and TikTok, user-generated content has become the most commonly created and consumed form of media in many of our daily lives. In this respect, the constructionist approach encourages learners to build knowledge out of their experiences, especially when they are constructing objects or artifacts.
This approach is best exemplified in Seymour Papert's concept of constructionism, which stresses the importance of ‘learning-by-making’ and, in the case of Papert's work in the fields of mathematics and computer science, using digital-media as a tool to achieve constructionist learning goals (Kafai, Reference Kafai1995 Papert, Reference Papert1980, Reference Papert1993).
#Building a virtual city software#
The second goal is to address the technical and pedagogical challenges of using game design software in the classroom and to propose ways in which this assignment can be improved in the future.įor a number of decades now there has been much scholarly discussion in the fields of cognitive behaviour and education about the benefits of pedagogical approaches that favour design over instruction – that is to say, learning experiences in which students actively design learning material instead of simply consuming material designed to transmit knowledge to them. Using this experiment as a case study, the goal of this article is twofold: firstly, to assess the pedagogical efficacy of constructionist approaches to teaching students about Roman architecture, specifically using VR and video game design technology. In doing so, students were able to create a virtual built environment based on their research, navigate it, and discuss the space with a sense of immersion and scale.
For this assignment they were to conduct research on a variety of Roman public buildings in groups, build digital reconstructions of them using the Unity 3D game engine, and present them to the class in the form of a virtual reality (VR) simulation. In October of 2018, a pedagogical experiment was conducted at York University, Toronto, Canada, in which students were given an assignment.
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