ID Meets IT Part 7: Goal-Based Scenarios

Video Games!! That was the first thought that flashed through my head as I read about the Goal-Based Scenario (GBS) model for instruction. But not the arcade classics such as Pac-Man, Street Fighter II, or NBA Jam --though it could be argued that they too incorporate some elements of GBS-- but rather console and PC classics such as Sim City, The Legend of Zelda and Civilization. In fact, I think it would could be argued that game based learning and GBS frequently intersect. The appeal of GBS for kids is not only the idea that they have a goal or mission to complete but that, like any adult who hates to read instructions while putting together that cheap IKEA bookshelf, kids would rather learn what they need to along the way, and only what they need to in order to reach their goal.

I'm afraid I haven't be quite clear yet as to what GBS is. Goal-based scenario (GBS) is an instructional method designed to solve two age-old educational problems: 1) we teach students, students forget what we teach and 2) students aren't motivated to learn what we teach. With goal-based scenarios, students learn by doing as they practice target skills and use relevant content knowledge to help them achieve their goal. As part of a simulation, students are provided with coaching and just in time support to reinforce knowledge and skills gained along the way.  In a sense GBS is a Trojan Horse in which the knowledge and skills students need to learn as part of the curriculum are hidden inside a more attractive package that is designed to entice their interest and maintain their engagement. As one would expect, GBS consists of a Goal or mission designed to appeal to students, a cover story for framing that goal (not unlike many video games), a role students take on as part of the scenario, the scenario itself, resources and feedback in the form of consequences, coaching or stories.

Personally, I have very little experience with GBS as an instructional method either as a teacher or student (video games excluded, of course). I've seldom seen it used by teachers, with the exception of a 5th grade team teacher of mine who used it occasionally in Social Studies. I think part of the reason is not that we teachers do not find the approach appealing, but rather for a variety of reasons mentioned in previous post. GBS is seldom incorporated into mainstream curricular materials which means that the burden of design is placed on the teacher, and the burden of design is a heavy one for teachers already treading water just to keep up with the everyday demands of the profession. Another barrier to use of this model is lack of training in its use so that it is efficiently and effectively employed. I think there might be the fear from teachers that management of this approach would be overwhelming and that students may not master the isolated skills on which they will be tested. As appealing as this approach may be, I don't believe there are enough supports in place for teachers to feel comfortable using it beyond small scale implementations spanning a few lessons.

Technology seems to be suited to some models more than others,  playing a support role in some cases such as in problem-based learning or a dominant role such as in the Personalized System of Instruction, but in GBS I believe there is the potential for technology to play a leading role. I've already mentioned a couple simulations that adapt this approach to create incredibly engaging learning environments, and I've also used Zoo Tycoon in the past as a powerful tool for students to learn not only factual information about animal survival needs and adaptations, but also as a means to teach budgeting, multitasking, problem-solving skills. Zoo Tycoon is one of those rare games that matched well with the Standard Course of Study, however, as engaging and powerful these types of games are, they often do not align with the state curriculum and the games or software that . Aside from games and simulations, technology can also play a support role in helping students navigate non-game-based scenarios such as those mentioned by Schank. Whether it is looking up information on the fly to help make a decision or solve a problem, or whether it's role playing with students, coaches or experts at a distance through video conferencing tools, technology can play a role in supporting this approach provided the support is there for teachers and students to use the technology.

Schank, R. C., Berman, T. R., & Macpherson, K. A. (1999). Learning by doing. In C. M. Reigeluth (Ed.), Instructional design theories and models (2nd ed., pp. 161-182). Mahwah, NJ: Erlbaum.