Hidden Learning Connections

Learning focus: Observational learning and models Vicarious reinforcement and punishment Learning versus visible performance Latent learning and cognitive maps Insight and evidence limits

1. Use after introducing the topic, or pause to explain unfamiliar ideas during play. These activities do not replace the course instruction.
2. Have students read the feedback and give a reason for a move. Correcting a mistake is part of the work.
3. Use touch, mouse, or Tab and Enter. Fieldwork uses evidence and comparisons; Switchyard uses loading and routing; Connections uses swaps and flips; Model Works uses part exchanges or an experimental timeline. Dragging is optional. Puzzle moves and shipping efficiency are separate from concept accuracy.
4. Review the written checkpoints. The game checks that a note is present; it does not automatically grade the student’s reasoning.
5. Download a save for shared devices or another browser. Keep names and personal health details out of the notes.

Suggested play time: Allow about five minutes per stage for play and feedback, plus about five minutes across the written checkpoints. Adjust the pace to your students; there is no countdown or speed penalty.

Model limits: All people, events, observations, scores, and data in this adventure are invented teaching examples. No real study is conducted and no personal information is requested. Numeric planning points describe game constraints, not validated psychological measurements. Plan 60–90 minutes including reading, revising, and reflection; classroom timing has not been tested. The official topic title includes neurological factors, but the current CED lists objectives 3.9.A and 3.9.B for social and cognitive learning. These activities do not invent a separate neurological objective or claim to measure neural activity.