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    Optimal foraging theory: Enhancing student understanding through role play and strategy gaming

    Farnworth, Mark

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    Date
    2007
    Citation:
    Farnworth, M. (2007). Optimal foraging theory: Enhancing student understanding through role play and strategy gaming. Bioscene: Journal of College Biology Teaching. 33(4) : 22-25.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/2277
    Abstract
    The use of interactive role playing games is shown to benefit both student experience as well as their depth of understanding and ability to apply specific principles. With this in mind, a game was developed to improve student awareness of optimal foraging theory within the behavioral ecology module of a bachelor’s degree. The basic structure of the game addressed the major principles existing within scientific research to date and allowed students to generate their own “foraging entities.” The game itself was followed by an informal feedback session, during which the students were asked to critique their adopted strategies relative to their success, or lack thereof, within the game. Student responses were found to fit well within experimental models of optimal foraging theory.
    Keywords:
    interactive, role playing games, foraging entities, student experience
    ANZSRC Field of Research:
    130313 Teacher Education and Professional Development of Educators
    Copyright Holder:
    Author

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    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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