Abstract
Outside school, people typically learn during their experiences while addressing desired goals. The Goal-Based Scenario (GBS) framework describes computer-based learning environments that exploit this simple fact. In this article, we propose a structure and a set of design criteria for learn-by-doing environments that enable students to work towards desired goals. A key issue we address is the content to be taught by GBSs. Because skills are the form of knowledge that, when applied, enable students to achieve valued goals, we argue that GBSs should be designed to teach a set of target skills required to achieve a specified goal. Two programs we built prior to specifying GBSs but motivated by many of the same ideas will be analyzed according to the proposed principles. We conclude by briefly describing tools currently under development to facilitate the construction of GBSs.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 305-345 |
| Number of pages | 41 |
| Journal | Journal of the Learning Sciences |
| Volume | 3 |
| Issue number | 4 |
| DOIs | |
| State | Published - Oct 1 1994 |
Funding
This research was funded in part, by the Defense Advanced Research Projects Agency, monitored by the Air Force Office of Scientific Research under contract F49620-88-C-0058 and the Office of Naval Research under contract N00014-90-5-4117, by the Office of Naval Research under contract N00014-J-1987, and by the Air Force Office of Scientific Research under contract AFOSR-89-0493. The Institute for the Learning Sciences was established in 1989 with the support of Andersen Consulting, part of The Arthur Andersen Worldwide Organization. The Institute receives additional support from Ameritech and from North West Water, which are Institute Partners, and from IBM.
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
