The Application of ‘Activity Theory' in the Design of Educational Simulation Games

Paul Peachey

doi:10.4018/978-1-61520-781-7.ch011

The Application of ‘Activity Theory' in the Design of Educational Simulation Games

Paul Peachey

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Abstract

As you read this text you perform an activity. Activity is literally everything we do and yet we are unaware of most of our operations. In this chapter, I will describe activity through a psychological lens and explain how this relates to the process of learning. The conceptual instrument used for analysis is 'activity theory'; a cultural-historical concept that was formulated in Russia during the 1920s. I will offer suggestions as to how activity theory may be used in the design of computer simulation games directed at education and highlight its conceptual underpinnings. In the latter part of the chapter, I offer possible directions for further research in this field.

Original language	English
Title of host publication	Design and Implementation of Educational Games
Subtitle of host publication	Theoretical and Practical Perspectives
Editors	Pavel Zemliansky, Diane Wilcox
Publisher	IGI Global
Pages	154-167
ISBN (Print)	9781615207817
DOIs	https://doi.org/10.4018/978-1-61520-781-7.ch011
Publication status	Published - 15 Mar 2010

Keywords

activity theory
simulation games
education
Vygotsky
Leont'ev
ZPD

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10.4018/978-1-61520-781-7.ch011Licence: CC BY-NC-ND

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The Application of ‘Activity Theory' in the Design of Educational Simulation Games

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Keywords

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