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which links back to the principles of exercise, readiness, and effect. Games use immersion and engagement as ways to create riveting experiences for players, which is part of the principle of intensity. Finally, part of the primary appeal of games is that they are fun. Although fun is hard to define, it is clear that it involves feelings such as engagement, satisfaction, pleasure, and enjoyment which are part of the principle of effect.
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The more intense the material taught, the more likely it will be retained. A sharp, clear, vivid, dramatic, or exciting learning experience teaches more than a routine or boring experience. The principle of intensity implies that a student will learn more from the real thing than from a substitute.
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The principles of learning have been presented as an explanation for why learning games (the use of games to introduce material, improve understanding, or increase retention) can show such incredible results. This impacts flow and motivation and increases the positive feelings toward the activity,
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The law of requirement states that "we must have something to obtain or do something." It can be an ability, skill, instrument or anything that may help us to learn or gain something. A starting point or root is needed; for example, if you want to draw a person, you need to have the materials with
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Primacy, The instructor must present subject matter in a logical order, step by step, making sure the students have already learned the preceding step. If the task is learned in isolation, if it is not initially applied to the overall performance, or if it must be relearned, the process can be
125:, students may have little interest in learning. For example, we may identify the situation of an academic examination of a school, in which the cause of securing good marks in various subjects leads to mental and emotional readiness of students to do more hard labour in acquiring knowledge.
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Since learning is an active process, students must have freedom: freedom of choice, freedom of action, freedom to bear the results of action—these are the three great freedoms that constitute personal responsibility. If no freedom is granted, students may have little interest in learning.
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Every time practice occurs, learning continues. These include student recall, review and summary, and manual drill and physical applications. All of these serve to create learning habits. The instructor must repeat important items of subject matter at
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However, every learning experience should contain elements that leave the student with some good feelings. A student's chance of success is definitely increased if the learning experience is a pleasant one.
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97:. These principles have been discovered, tested, and applied in real-world scenarios and situations. They provide additional insight into what makes people learn most effectively.
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of students must be satisfied before they are ready or capable of learning. Students who are exhausted or in ill health cannot learn much. If they are
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which to draw, and you must know how to draw a point, a line, a figure and so on until you reach your goal, which is to draw a person.
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Examples, analogies, and personal experiences also make learning come to life. Instructors should make full use of the senses (
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Downlink Site Guide: A Step-by-Step Primer for
Participating in Training and Informational Broadcasts
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Since learning is an active process, students must have adequate rest, health, and physical ability.
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Seligman, M. 1970. On the generality of the laws of learning. Psychological Review, 77, 406-418.
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developed the first three "Laws of learning": readiness, exercise, and effect.
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The principle of recency states that things most recently learned are best
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by outside responsibilities, interests, or worries, have overcrowded
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Contemporary
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confusing and time consuming. Preparing and following a
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340:"Why Games Work and the Science of Learning"
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93:) which seem generally applicable to the
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289:Constructivism (philosophy of education)
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365:Aviation Instructor’s Handbook
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432:. August 1992. Archived from
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175:Not to be confused with
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309:Instructional theory
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209:Intensity
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105:Readiness
622:Teaching
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250:Freedom
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