Situated cognition in a technology-based learning environment

A case study of a computer-based simulation of a junior high school principalship was undertaken to investigate the influence of situated cognition on student learning. Interview and participant observation were use for data collection from twelve students registered in the computer-based simulation course. Six elements of situated cognition were identified as potentially existing in the course. Students claimed to have been in general positively influenced by some elements of situated cognition. Some suggestions were put forward as to how weak or missing elements of situated cognition could be incorporated for potentially effective and robust learning in a computer-based learning environment. A model of situated cognition has been proposed that may potentially guide the design of effective technology-based learning environments. Further studies are suggested for examining whether and how the proposed model of situated cognition works in guiding the design of technology-based learning environments.