A game world is a fantasy universe based on a story and a theme. In learning contexts, such as in schools or professional continuing education, game worlds permit us to teach complex subjects in an engaging way by rehearsing competencies and roles in a fictional narrative. But games also invite game users into contemplation .
In the work of some researchers, contemplative learning is learning that enables deeper engagement by including elements from the learner’s world that enhance the educational context. In a game world, this could mean enabling an understanding of other cultures, reviewing histories of ideas or reflecting on personal reactions to learning while inhabiting new roles and worlds. With colleagues at the digital media program at Toronto Metropolitan University and the Baycrest Academy for Research and Education , our work is focused on designing game worlds that draw on contemplative learning to provide training for health-care workers who provide or lead care.
Our games are also now in use with the World Health Organization, the United Nations and with health-care providers, educators and students in Ontario. Contemplative learning can go beyond simple reflection. Contemplative principles to trigger emotional responses in the learner can lead to self-actualization .
Through these emotional responses aided and guided by narrative, learners can experience a deeper understanding of the self and their own lived world. Contemplative approaches to learning and tea.
