What we cannot know or do individually, we may be capable of collectively.
My research examines the transformation of perceptual knowledge into conceptual knowledge. Conceptual knowledge can be viewed as crystallized, which means that it has become abstracted and is often symbolized in ways that do not make the associated meaning obvious. Crystallized knowledge is the outcome of fluid intelligence, or the ability to think logically and solve problems in novel situations, independent of acquired knowledge. I investigate how groups and objects may assist in crystallization of knowledge, or the construction of conceptual understanding.
I am currently approaching this problem from the perspective that cognition is externalized and extended through objects and relationships. Â This view posits that skill, competence, knowledge are learned through interaction aided with objects imbued with collective knowledge.
Groups make specialized information available through objects and relationships so that individual members can coordinate their actions and do things that would be hard or impossible for them to enact individually.Â To examine this, I use a socio-cognitive approach, which views cognition as distributed, where information processing is imbued in objects and communities and aids learners in problem solving.
This socio-cognitive approach is commonly associated with cognitive ethnography and the study of social networks. In particular, I have special interest in how play, games, modeling, and simulations can be used to enhance comprehension and problem solving through providing interactive learning. In my initial observational studies, I have found that games are structured forms of play, which work on a continuum of complexity:
- Pretense, imagery and visualization of micro worlds
- Tools, rules, and roles
- Branching / probability
Games hold communal knowledge, which can be learned through game play. An example of this comes from the board game Ticket to Ride. In this strategy game players take on the role of a railroad tycoon in the early 1900â€²s. The goal is to build an empire that spans the United States while making shrewd moves that block your opponents from being able to complete their freight and passenger runs to various cities. Game play scaffolds the learner in the history and implications of early transportation through taking on the role of an entrepreneur and learning the context and process of building up a railroad empire. In the course of the game, concept are introduced, with language, and value systems based upon the problem space created by the game mechanics (artifacts, scoring, rules, and language). The game can be analyzed as a cultural artifact containing historical information; a vehicle for content delivery as a curriculum tool; as well as an intervention for studying player knowledge and decision-making.
I have observed that learners interact with games with growing complexity of the game as a system. As the player gains top sight, a view of the whole system, they play with greater awareness of the economy of resources, and in some cases an aesthetic of play. For beginning players, I have observed the following progression:
- Trial and error â€“ forming a mental representation, or situation model of how the roles, rules, tools, and contexts work for problem solving.
- Tactical trials â€“ a successful tactic is generated to solve problems using the tools, rules, roles, and contexts.Â This tactic may be modified for use in a variety of ways as goals and context change in the game play.
- Strategiesâ€”the range of tactics of resulted in strategies that come from a theory of how the game works. This approach to problem solving indicates a growing awareness of systems knowledge, the purpose or criteria for winning, and is a step towards top sight. They understand that there are decision branches, and each decision branch comes with risk reward they can evaluate in the context of economizing resources.
- Layered strategiesâ€”the player is now making choices based upon managing resources because they are now economizing resources and playing for optimal success with a well-developed mental representation of the games criteria for winning, and how to have a high score rather than just finish.
- Aesthetic of playâ€”the player understands the system and has learned to use and exploit ambiguities in the rules and environment to play with an aesthetic that sets the player apart from others. The game play is characterized with surprising solutions to the problem space.
For me, games are a structured form of play. As an example, a game may playfully represent an action with associated knowledge, such as becoming a railroad tycoon, driving a high performance racecar, or even raising a family. Games always involve contingent decision-making, forcing the players to learn and interact with cultural knowledge simulated in the game.
Games currently take a significant investment of time and effort to collectively construct. These objects follow in a history of collective construction by groups and communities. Consider the cartography and the creation of a map as an example of collective distributed knowledge imbued in an object. Â According to Hutchins (1996),
â€œA navigation chart represents the accumulation of more observations than any one person could make in a lifetime. It is an artifact that embodies generations of experience and measurement. No navigator has ever had,nor will one ever have, all the knowledge that is in the chart.â€
A single individual can use a map to navigate an area with competence, if not expertise. Observing an individual learning to use a map, or even construct one is instructive for learning about comprehension and decision-making. Interestingly, games provide structure to play, just as maps and media appliances provide structure to data to create information. Objects such as maps and games are examples of collective knowledge, and are what Vygotsky termed a pivot.
The term pivot was initially conceptualized in describing childrenâ€™s play, particularly as a toy. A toy is a representation used in aiding knowledge construction in early childhood development. This is the transition where children may move from recognitive play to symbolic and imaginative play, i.e. the child may play with a phone the way it is supposed to be used to show they can use it (recognitive), and in symbolic or imaginative play, they may pretend a banana is the phone.
This is an important step since representation and abstraction are essential in learning language, especially print and alphabetical systems for reading and other discourse. In this sense, play provides a transitional stage in this direction whenever an object (for example a stick) becomes a pivot for severing meaning of horse from a real horse. The child cannot yet detach thought from object. (Vygotsky, 1976, p 97). For Vygotsky, play represented a transition in comprehension and problem solving â€“where the child moved from external processing — imagination in action —to internal processing — imagination as play without action.
In my own work, I have studied the play of school children and adults as learning activities. This research has informed my work in classroom instruction and game design. Learning activities can be structured as a game, extending the opportunity to learn content, and extend the context of the game into other aspects of the learnerâ€™s life, providing performance data and allowing for self-improvement with feedback, and data collection that is assessed, measured and evaluated for policy.
My research and publications have been informed by my work as a tenured teacher and software developer. A key feature of my work is the importance of designing for learning transfer and construct validity. When I design a learning environment, I do so with research in mind. Action research allows for reflection and analysis of what I created, what the learners experienced, and an opportunity to build theory. What is unique about what I do is the systems approach and the way I reverse engineer play as a deep and effective learning tool into transformative learning, where pleasurable activities can be counted as learning.
Although I have published using a wide variety of methodologies, cognitive ethnography is a methodology typically associated with distributed cognition, and examines how communities contain varying levels of competence and expertise, and how they may imbue that knowledge in objects. I have used it specifically on game and play analysis (Dubbels 2008, 2011). This involves observation and analysis of Space or Contextâ€”specifically conceptual space, physical space, and social space. The cognitive ethnographer transforms observational data and interpretation of space into meaningful representations so that cognitive properties of the system become visible (Hutchins, 2010; 1995). Cognitive ethnography seeks to understand cognitive process and contextâ€”examining them together, thus, eliminating the false dichotomy between psychology and anthropology. This can be very effective for building theories of learning while being accessible to educators.
My current interest is in the use of cognitive ethnographic methodology with traditional form serves as an opportunity to move between inductive and deductive inquiry and observation to build a Nomological network (Cronbach & Meehl, 1955) using measures and quantified observations with the Multiple Trait and Multiple Method Matrix Analysis (Campbell & Fiske, 1959) for construct validity (Cook & Campbell, 1979; Campbell & Stanley, 1966) especially in relation to comprehension and problem solving based upon the Event Indexing Model (Zwaan & Radvansky, 1998).
We distribute knowledge because it is impossible for a single human being, or even a group to have mastery of all knowledge and all skills (Levy, 1997). For this reason I study access and quality of collective group relations and objects and the resulting comprehension and problem solving. The use of these objects and relations can scaffold learners and inform our understanding of how perceptual knowledge is internalized and transformed into conceptual knowledge through learning and experience.
Educational research in cognitive psychology, social learning. identity, curriculum and instruction, game design, theories of play and learning, assessment, instructional design, and technology innovation.
The convergence of media technologies now allow for collection, display, creation, and broadcast of information as narrative, image, and data. This convergence of function makes two ideas important in the study of learning:
- The ability to create of media communication through narrative, image, and data analysis and information graphics is becoming more accessible to non-experts through media appliances such as phones, tablets, game consoles and personal computers.
- These media appliances have taken very complex behaviors such as film production, which in the past required teams of people with special skill and knowledge, and have imbued these skills and knowledge in hand-held devices that are easy to use, and are available to the general population.
- This accessibility allows novices to learn complex media production, analysis, and broadcast, and allows for the study of these devices as object that has been imbued with the knowledge and skill, as externalized cognitionThrough the use of these devices, the general population may learn complex skills and knowledge that may have required years of specialized training in the past. Study of the interaction between of individuals learning to use these appliances and devices can be studied as a progression of internalizing knowledge and skill imbued in objects.
- The convergence of media technologies into small, single–even handheldâ€”devices emphasizes that technology for producing media may change, but the narrative has remained relatively consistent.
- This consistency of media as narrative, imagery, and data analysis emphasizes the importance of the continued study of narrative comprehension and problem solving through the use of these media appliances.