An Assessment of the Adventure Learning Framework as a Learner-Engagement Model for Designers and Educators

• In Event: Extreme, Adventure, Scenario, and Game-Based Learning: The Future of Hybrid and Online Education

Abstract

There is a recognized need for theoretical frameworks that can guide designers and educators in the development of engagement-rich learning experiences that incorporate emerging technologies in pedagogically sound ways. This study investigated one such promising framework, adventure learning (AL). Data were gathered via surveys, interviews, direct observation, and focus groups as 123 elementary students and 3 teachers explored an AL environment and constructed classroom blogs. Findings indicate that varied pedagogical strategies and technologies embedded in the AL framework kept students excited about learning and eager to share knowledge, while synched learning opportunities focused student learning on targeted objectives. AL environments also generate formative assessment possibilities, and offer a means to incorporate mobile and other emerging technologies into learning environments.

Authors

• Jeni Henrickson, University of Minnesota

• Aaron Doering, University of Minnesota

• Charles DeVaughn Miller, University of Minnesota