Files
Abstract
The purpose of the CraftDawg study was to apply principles of complexity science to identify and quantify the roughness of learning variable in the human learning process and attempt to isolate the role of incidental learning as theorized by Marsick and Watkins (1990) in the adaptive process used by humans in complex contexts. Using Robert May’s (1975) logistic map as the theoretical framework, the CraftDawg study used the serious game of Minecraft: Survival to simulate a complex context. Ninety-five participants completed a series of instruments to identify latent variables and the influence (strength and direction) of these variables on the outcome of the game over five play sessions. By harvesting data directly from game play, the shape of learning was captured and plotted to allow a fractal dimension to be measured. Rescaling the fractal dimension to match the scale used by May (1975) allowed the researcher to interpret the level of complexity in the context as experienced by groups based on experience with the context. The result of study found a strong, positive relationship between incidental learning and adaptiveness (research question one); uncertainty reduces adaptiveness (research question two); and the roughness of learning variable describes how complexity influences learning and thus adaptiveness (research question three).
The CraftDawg study offers five contributions: Robert May’s logistic model (1976) can be used as an index of complexity in learning contexts; Marsick and Watkins’ (1990) informal and incidental learning theory is further supported empirically; the roughness of learning (RoL) is a variable that quantifies complexity-based dimensions identified by Marsick and Watkins (1990); an integrated, technology-based method can be used to collect and harvest learning data for patternization examination; and Minecraft is a viable platform for examining adult learning in a simulated complex environment.