The cognitive aspect addresses the skills and the knowledge acquired, as well as the
82 learning processes involved. Cognitive approaches view learning as information stored and
83 managed in long-term memory; they emphasize on individual knowledge, skills, and
84 transfer to other domains
The social aspect is relevant to the social or situated approaches to learning which focus
86 on the construction of knowledge through the actions, the interactions and the relations of
87 the individual with the group or community (Lave 1991). Learning is part of the practice,
88 the dialogue, the participation, and communication with the socio-cultural environment.
89 Collaboration, in particular, is demonstrated to enhance learning and interpersonal out-
90 comes. Through collaboration and interaction with others, additional mechanisms, cog-
91 nitive process and skills are triggered such as argumentation, negotiation, explanation,
92 knowledge elicitation, adjustment of mental schemata, and decrease of cognitive load
93 (Dillenbourg 1999). Effective collaboration for learning involves the willing coordination
94 of the participants, the discussion, the distributed cognition, and the development of a
95 shared knowledge space (Dillenbourg et al. 2009; Roschelle and Teasley 1995).
96 The affective aspect involves the emotional impact, the positive feelings and attitudes,
97 and the motivation for participation. This aspect does not concern only with the ‘‘fun’’
98 and enjoyment component for learning. Motivation and positive feelings and attitudes
99 towards the learning environment are shown to increase attention and engagement with
100 the activity and to have a positive impact on the cognitive strategies of the participants
101 and the learning outcomes (Boekaerts 2001; Ja¨rvela¨ and Volet 2004; Mayer 1998; Volet
102 2001). In fact, the affective aspect of MMOGs has been linked to their learning potential
103 as a positive condition for cognitive and learning outcomes and engagement with the
104 learning object
The cognitive aspect addresses the skills and the knowledge acquired, as well as the
82 learning processes involved. Cognitive approaches view learning as information stored and
83 managed in long-term memory; they emphasize on individual knowledge, skills, and
84 transfer to other domains
The social aspect is relevant to the social or situated approaches to learning which focus
86 on the construction of knowledge through the actions, the interactions and the relations of
87 the individual with the group or community (Lave 1991). Learning is part of the practice,
88 the dialogue, the participation, and communication with the socio-cultural environment.
89 Collaboration, in particular, is demonstrated to enhance learning and interpersonal out-
90 comes. Through collaboration and interaction with others, additional mechanisms, cog-
91 nitive process and skills are triggered such as argumentation, negotiation, explanation,
92 knowledge elicitation, adjustment of mental schemata, and decrease of cognitive load
93 (Dillenbourg 1999). Effective collaboration for learning involves the willing coordination
94 of the participants, the discussion, the distributed cognition, and the development of a
95 shared knowledge space (Dillenbourg et al. 2009; Roschelle and Teasley 1995).
96 The affective aspect involves the emotional impact, the positive feelings and attitudes,
97 and the motivation for participation. This aspect does not concern only with the ‘‘fun’’
98 and enjoyment component for learning. Motivation and positive feelings and attitudes
99 towards the learning environment are shown to increase attention and engagement with
100 the activity and to have a positive impact on the cognitive strategies of the participants
101 and the learning outcomes (Boekaerts 2001; Ja¨rvela¨ and Volet 2004; Mayer 1998; Volet
102 2001). In fact, the affective aspect of MMOGs has been linked to their learning potential
103 as a positive condition for cognitive and learning outcomes and engagement with the
104 learning object
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