Multi-user game environments and collaborative constructivist didactics. An approach to using computer games in higher education

Abstract

The communal, situating and critiquing capabilities of multi-user game environments represent the principals of collaborative constructivism as a process-based experiential pedagogy. Applied in higher education, such a pedagogy favours active, critical and reflective learning. This thesis argues how a didactic multi-user game environment incorporating the aforementioned capabilities can be used in, as well as enrich, collaborative constructivist didactics in higher education.