This paper reports on an evaluative study of an
interactive learning environment entitled ecoWarrior.
The learning environment, aimed at D&T A level
students, aims to introduce learners to issues in
eco-design and sustainability.
The paper discusses the implications of using
interactive media and game-based learning as a way
of delivering the abstract concepts which constitute
the area of ‘sustainability’ to learners. The benefits of
the interactive medium in terms of stimulus and
motivation to the learner are discussed. Through the
evaluation of ecoWarrior, evidence is provided of the
advantages of using game-based learning in the
context of the D&T classroom.
The implications which the interactive digital medium of
delivery makes for learning theory are explored. The
constructivist paradigm is taken as the basis for the
pedagogical design of the learning environment. The
specific roles of socio-cultural constructivism and cognitive
constructivism are explored as making a distinct and
necessary contribution to learning and teaching practices.
The evolving roles of teacher and learner in a setting
which includes an interactive learning environment are
discussed. As interactive learning environments are a
relatively new phenomenon in classroom teaching and
learning practices, the degree of intervention which is
necessary by the teacher and the nature of this
intervention are currently unresolved. The findings of the
ecoWarrior evaluative sessions make practical
suggestions, based on evidence from observation data,
on how this intervention can be resolved.