Understanding Edutainment Theories Flow Theory immerses the learner’s mental state into the learning environment. The theory involves controlling physic energy toward the goal. The result is a learning situation that is pleasurable for the learner and brings about enjoyment. Those who practice Flow theory have a few traits in learning. They 1) pay close attention to details; 2) discover hidden opportunities for action; 3) set goals; 4) monitor progress through feedback and 6) set bigger challenges as they progress. Flow is seen by full engagement in what the learner is doing. Often, these learners are described as “in the zone” or “focused”. Situated Learning Theory is not a new idea in education, however it is scoffed in many circles. Situated learning is what we often refer to as an apprenticeship. A learner is surrounded by a learning environment and under the direction of a subject master. This combination leads the learner to fully understand the subject by repetition through coaching. Situated learning involves apprenticeship, collaboration with other learners, reflection of the subject, coaching by a master, multiple practices, and proving mastery of the learning skill. This is the learning style often used in vocational training at the high school level or post secondary level. Constructivist Theory is a learning style in which learners are hands-on in all areas of learning. There are 4 important aspects to constructivist learning: 1) Respectful relationships between teacher and learner and learner and learner(s), 2) real conversations and purposeful talking about the subject, 3) intellectual engagement of the topic, and 4) shared ownership and responsibility in behavior, learning and the classroom environment. It is important to understand that constructivist theory is often project-based or discovery-based learning. In this model the responsibility for learning is on the learner. The teacher is a facilitator who guides learning. Activity Theory is closely related to constructivist theory, however activity theory proposes that activity is the basis for constructivist learning. Activity theory develops a circular pattern that involves action creating knowledge and knowledge creating more and different action which in turn creates more knowledge and so on. Activity theory asserts that learners act to learn. In other words, we learn through the activities in which we are engaged. Those activities have aspects that affect our learning. Tools, social and relational contexts, goals and intentions of activities and the outcome of the activities are all aspects that must be considered in activity theory. Motivation Theory states that students must be motivated in order to learn. Motivation can be found in many aspects of the human being including physical, emotional and mental areas. Keller says that in order to have motivated students 1) curiosity must be aroused; 2) learning must be meaningful to the learner; 3) learners must believe they can master the task; 4) learners must experience satisfying outcomes of the task and 5) learners must employ self-regulatory strategies to protect intentions. Motivation theory is often seen in rewarding a student for meeting learning outcomes.
While these learning theories have many things in common, there are also several differences. Looking at three, Activity, Situated Learning and Constructivist theories, let me examine the differences and similarities. In fact, many might argue that these three learning theories are one in the same. I will argue that they build off of one another, but have characteristics that make them inherently different. Each of these theories is closely related to each other and overlap in some areas. The three theories are all based on individual advancement within a guided area of instruction. Each is built around the idea that project-based learning or the handson method of instruction is most valuable. The theories all deal with learning that is built around activity and uses a tool or object to reinforce the learning outcome. However, there are some key differences between the three learning theories as well. Situated learning is designed more appropriately as an apprenticeship than classroom instruction. There are certain classroom environments in which situated learning might be appropriate, such as a vocational course, but it is not practical for every course. For instance, situated learning, or being in direct supervision and coaching of a subject master, is a great way to teach woodworking or electrical maintenance, but might not be the best way to teach math or English. The goal of situated learning is mastery under direct supervision of a subject master. Activity theory is similar but engages learners through activities in the course subject. Learners might be engaged in an activity such as a learning game that involves building knowledge acquired during the game. The activity can be social or individual. Goals of the activity can vary and outcomes must be considered. A learner might best understand a subject such as math or languages through learning activities. Learning activities are considered by many to be the basis of Constructivist theory. In constructivist theory learners are hands-on and learn to master a subject based on projects and intellectual engagement. One area where constructivist theory is used most often is in science. Experimentation falls within the idea of this theory. While constructivist theory can contain activities, it is not required to engage learners via said activity. Learners can also be engaged through conversations and self-discovery.
Situated Learning Theory Direct skill training by subject master
Discoverybased learning
Apprenticeship or skill training
Project-based or hands-on learning Goal oriented
Intellectual engagement of topic
Constructivist Theory
Acting to learn
Activity builds knowledge
Activity Theory
