A Case Study of a Non-gamer Student´s Learning Process in VISOLE

VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a constructivist pedagogical approach to empower game-based learning. With near real-life simulation gaming context and teacher facilitation (scaffolding and debriefing), VISOLE aims at providing students with opportunities to acquire subject-specific knowledge in a multi-disciplinary fashion as well as sharpen their higher-order thinking skills. This paper discusses a case study carried out in Hong Kong for investigating a non-gamer student´s learning process in VISOLE. The study revealed there were a number of impeding phenomena emerged during the course of this non-gamer student´s participation in VISOLE. Nevertheless, it was found that teachers´ facilitation (the designated teacher facilitation tasks specified in VISOLE, and some new teacher interventions) was able to mitigate or overcome these impeding phenomena. The findings provided insight into the enhancement of the existing design and classroom implementation of VISOLE.