Experiential learning is an approach to education that has grown in popularity over the past twenty years. This type of learning occurs when students participate in some activity, reflect upon the activity, use their analytical skills to derive some useful insight from the experience, and then incorporate their new understanding(s) into their daily lives. What experiential learning does best is capture the interest and involvement of the participants, but most importantly it contributes significantly to the transfer of learning. According to Rogers, learning is facilitated when: (1) the student participates completely in the learning process and has control over its nature and direction, (2) it is primarily based upon direct confrontation with practical, social, personal or research problems, and (3) self-evaluation is the principal method of assessing progress or success. Rogers also emphasizes the importance of learning to learn and an openness to change.
The reason for the adaptation of this approach is its principles itself. According to the National Training Laboratory, research shows the following average retention rates for different teaching or training methods:
| 5 % Lecture |
| 10% Reading |
| 20% Audio-Visual |
| 30% Demonstration |
| 50% Discussion Group |
| 75% Practice by Doing |
| 90% Teaching Others |
One of the best ways to promote this Experiential Learning approach is through games. Gaming provides a valuable learning medium for people to grow as individuals and to learn more about themselves. This is because in games, students own the event or in other words they practice by doing it. They have the power to make the decisions including the power to make their own mistakes. They are not tied to certain boundary or rules and they have the control on the games itself. Sometimes the participants are so involved and their experiences are so memorable that the event can be recalled in weeks and years afterwards. The main reason for this to occur is because they enjoyed the events and people will tend to remember something that pleased them in a longer period if compared to the unpleased events. The use of games in the Experiential Learning provides players with a chance to practice real behaviours rather than just discussing them.
Material can be defined as objects or things that are needed to do a particular activity. Preparation and materials that are used in language games in experiential learning should:
- Be very minimum
A good game does not use a lot of materials. The best material that can be used is PAPERS. A good game should only require pieces of paper so that the game can be conducted without needing the player to take out lots of money. As for example, the game "Who Am I" requires only papers and masking tape. The procedure of the game is as below:
- A group will have to choose one member to become the "Guesser" while the remaining group members become the "Describer".
- The facilitator will let the "guesser" to pick a name from the categories provided (local celebrities, international celebrities, local politicians and sportsperson). Then, without him looking at it, stick it onto his back with masking tape. The "Guesser" will then stand backing his group members
- 10 seconds is given to the "describers" to think of how to describe the person. As soon as the 10 seconds is up, the guessing time of 1 minute starts.
- "Describers" are not allowed to spell the name. For example "His name starts with the letter B".
As described in the procedure above, we can see that the game uses a minimum number of materials but still students will be able to learn.
- Can be sustained
A good material leads to a game that is sustainable. As mentioned above, if the material involves material like papers, pen, marker and etc. a game can be easily sustained because it can be conducted anywhere and everywhere. As for example: "The Last Letter Game". This game does not require any material, so it can be conducted ANYWHERE. The procedure of the game is as below:
· Require students to sit in a big circle.
· Teacher will start the game by giving the participants the first word for the game. Example: Apple
· A student should continue the game by giving another word from the last letter of the teachers' word immediately. Example : Apple to Elephant
As briefed above, this game is can be maintainable because it does not require any material.
- Can be used with different level of students
Materials that are prepared should be able to be used for different level of students. As for example, if a material that is prepared for a Form 1 student should be able to be used for Form 5 student too. As for example: the "Name Game". The game goes like this;
· Students will be given one answer sheet.
· There are three categories in the answer sheet, country/state, animal and thing.
· The students are required to provide name for each category according to letters within 10 minutes.
· For example:
| Letter | Country/State | Animal | Thing |
| A | Arizona | Ant | Amplifier |
This kind of game can be used with different level of students and it does not require a lot of material.
In brief, what we would like to stress is a good game should be able to a very minimum number of materials but provides experience for learner. Experience in a learning situation enhances the educational process and retention of knowledge gained. In the learning system, the experience component involves the inclusion of program delivery methods that allow the learner to participate in ways that involve senses, emotions, or social interaction, depending upon the content being provided. This experience may range from simply touching or feeling an object to actually constructing or dissecting an object.
The experience may be recitation of words or seeing, feeling, tasting, smelling, and in some conditions hearing some stimulating situation or phenomenon (Foley, G., 2001). By having an opportunity to experience the information provided, the learner can retain the educational input considerably longer than if the information is only presented in the conceptual form.
REFERENCES:
Rogers, C.R. Experiential Learning. Available online at http://www.onepine.info
Rogers, C.R. Experiential Learning. Available online at http://tip.psychology.org/rogers.html
Experiential Learning Theory. Available online at http://www.usoe.k12.ut.us/ate/tlc/cda/experiential.htm
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