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dc.contributor.authorFarnworth, Mark
dc.date.accessioned2013-08-06T02:30:18Z
dc.date.available2013-08-06T02:30:18Z
dc.date.issued2007
dc.identifier.urihttps://hdl.handle.net/10652/2277
dc.description.abstractThe 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.en_NZ
dc.language.isoenen_NZ
dc.relation.urien_NZ
dc.subjectinteractive role playing games foraging entities student experienceen_NZ
dc.titleOptimal foraging theory: Enhancing student understanding through role play and strategy gamingen_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderAuthoren_NZ
dc.subject.marsden130313 Teacher Education and Professional Development of Educatorsen_NZ
dc.identifier.bibliographicCitationFarnworth, M. (2007). Optimal foraging theory: Enhancing student understanding through role play and strategy gaming. Bioscene: Journal of College Biology Teaching. 33(4) : 22-25.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.titleBioscene: Journal of College Biology Teachingen_NZ
unitec.peerreviewedyesen_NZ
unitec.institution.studyareaEducation


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