Theoretical Reflections on the Construction of Simulation Games

2010 ◽  
pp. 65-82
Author(s):  
Daniela Olmetti Peja
Keyword(s):  
Experimental Method ◽  
Self Efficacy ◽  
Traditional Classroom ◽  
Simulation Games ◽  
Specific Research ◽  
Main Factors ◽  
Classroom Lesson

With the aim of studying the process of transcoding and identifying the meaning assigned to specific research variables described in the present work, a number of reflections are presented in this chapter that, apart from supplying the methodological background for the teacher, allow researchers to identify the main factors that distinguish the traditional classroom lesson and the experimental method represented by simulandia games. In particular, reference is made to the work of Bloom, Gagné and Gardner and Bandura’s concept of self-efficacy.

The Impact of International Business Strategy Simulation Games on Student Engagement

2019 ◽  
Vol 50 (3) ◽  
pp. 393-407 ◽  
Author(s):  
Tim Rogmans ◽  
Wasseem Abaza
Keyword(s):  
Student Engagement ◽  
International Business ◽  
Business Strategy ◽  
Traditional Classroom ◽  
Simulation Game ◽  
Learning Tools ◽  
Business Simulation ◽  
Simulation Games ◽  
The Impact

Background. Despite the increasing use of business simulation games in management education little is known about their effectiveness as learning tools. Aim. The aims of this study were to assess the effectiveness of an international business simulation game in enhancing levels of student engagement. Methods. We investigated student engagement levels after using a simulation game, as measured through quantitative self-reports obtained through a survey among students. The results were compared to engagement levels experienced in more traditional classroom based case discussions with the same students in the same course. The study was carried out across six class sections taught by two professors over two semesters. Results. The results show that average student engagement levels were higher during the traditional case study class than during the class using the simulation game. The standard deviation of the reported levels of student engagement was higher for the simulation game than for the traditional class, indicating that student responses were more extreme (either positive or negative) for the class using the simulation game. Students who were generally more motivated to learn reported higher levels of engagement with the simulation, whereas students with low levels of motivation who found the game complex became less engaged. Conclusion. Simulation games are not always necessarily effective in enhancing engagement among all students. The choice between traditional and experiential learning methods may be partly determined on the basis of the level of student motivation and other student characteristics.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN SELF-EFFICACY TERHADAP PENGETAHUAN SISWA TENTANG KONSEP DASAR EKOLOGI

2017 ◽  
Vol 2 (1) ◽  
pp. 1-23
Author(s):  
Semuel Sanda Patampang
Keyword(s):  
High School ◽  
Experimental Method ◽  
Interaction Effect ◽  
Self Efficacy ◽  
Random Sampling ◽  
Instructional Strategy ◽  
Senior High School ◽  
Basic Concepts ◽  
Level 2

The purpose of this research is to know the effect of instructional strategy and self-efficacy of the students’ knowledge about basic concepts of ecology. This research uses an experimental method to design treatment by level 2 X 2 on the class X of the Senior High School 3 Palu. Sample of 48 students, selected using multistage random sampling, and are divided into groups. The results: (1) Knowledge of the basic concepts of ecology in students group taught instructional strategy inductive is higher, than that taught instructional strategy deductive; (2) For a students group who have high self-efficacy, to the knowledge of the basic concepts of ecology, taught instructional strategy inductive is higher, than that taught instructional strategy deductive; (3) For a students group who have low self-efficacy, to the knowledge of basic concepts of ecology, taught instructional strategy deductive is higher, than that taught instructional strategy inductive; and (4) There is an interaction effect between instructional strategy and self-efficacy of the students’ knowledge about basic concepts of ecology. From this research, it was found that the students group who have high self-efficacy, to the knowledge of the basic concepts of ecology better taught instructional strategy inductive, while in the students group have low self-efficacy better taught instructional strategy deductive.

Enhancing Student Affect From Multi-Classroom Simulation Games via Teacher Professional Development

2022 ◽  
pp. 1703-1725
Author(s):  
Jeremy Riel ◽  
Kimberly A. Lawless
Keyword(s):  
Professional Development ◽  
Self Efficacy ◽  
Simulation Game ◽  
Student Interest ◽  
Simulation Games ◽  
Student Affect ◽  
Teacher Professional ◽  
Degree Of Participation ◽  
High Degree ◽  
The Impact

Educational simulations often require players to maintain a high degree of engagement for play in the simulation to continue. Student motivation and engagement is tied to affective factors, such as interest and self-efficacy. As such, game designs and teachers who implement them should promote student interest and self-efficacy in play. In this study, a responsive online professional development (ROPD) program was provided to teachers as they implemented a multi-classroom socio-scientific simulation game for middle school social studies classrooms called GlobalEd 2. A series of ANOVAs revealed that student affect toward the game and its content, including student interest and self-efficacy, was highest when their teachers likewise had a high degree of participation in the ROPD program. This evidence demonstrates the importance that ongoing implementation supports can have in classroom-based simulations and serious games and the benefits of ROPD in furthering the impact of simulation games.

scholarly journals The Effectiveness of Simulation Games in Improving Interpersonal Communication among the Scouts of SMAN 1 Wanadadi Banjarnegara

2021 ◽  
Author(s):  
Faishal Ridlwan ◽  
Muhammad Nur Wangid
Keyword(s):  
Experimental Design ◽  
Experimental Method ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Quantitative Approach ◽  
Average Score ◽  
Research Subjects ◽  
Simulation Games ◽  
Before And After ◽  
Game Simulation

A game simulation can help to improve interpersonal communication skills when the game involves interaction in groups. The lack of communication between the scouts of SMAN 1 Wanadadi Banjarnegara results in activities not running as planned. This study aimed to investigate how interpersonal communication among these scouts could be improved through simulation games. The study employed an experimental method with a quantitative approach and pre-experimental design. The research subjects included nine scouts with the lowest level of interpersonal communication skills. The results showed that there was a difference in the scouts’ interpersonal communication before and after the simulation games were implemented. The average score of the scouts’ interpersonal communication was higher after they played the simulation games (106.67 > 94.33), and this difference was statistically significant. This showed that there was a significant increase in the interpersonal communication skills of scouts after they participated in the simulation games. Keywords: interpersonal communication, simulation games

scholarly journals Enhancing Student Affect From Multi-Classroom Simulation Games via Teacher Professional Development

2021 ◽  
Vol 13 (1) ◽  
pp. 34-54
Author(s):  
Jeremy Riel ◽  
Kimberly A. Lawless
Keyword(s):  
Professional Development ◽  
Self Efficacy ◽  
Simulation Game ◽  
Student Interest ◽  
Simulation Games ◽  
Affective Factors ◽  
Student Affect ◽  
Teacher Professional ◽  
High Degree ◽  
The Impact

Educational simulations often require players to maintain a high degree of engagement for play in the simulation to continue. Student motivation and engagement is tied to affective factors, such as interest and self-efficacy. As such, game designs and teachers who implement them should promote student interest and self-efficacy in play. In this study, a responsive online professional development (ROPD) program was provided to teachers as they implemented a multi-classroom socio-scientific simulation game for middle school social studies classrooms called GlobalEd 2. A series of ANOVAs revealed that student affect toward the game and its content, including student interest and self-efficacy, was highest when their teachers likewise had a high degree of participation in the ROPD program. This evidence demonstrates the importance that ongoing implementation supports can have in classroom-based simulations and serious games and the benefits of ROPD in furthering the impact of simulation games.

STRESS, ANXIETY AND DEPRESSION AMONG RADIOGRAPHY STUDENTS DURING THE COVID-19 PANDEMIC

2021 ◽  
pp. 74-76
Author(s):  
Nikoleta Gkatzia ◽  
Maria Dousi ◽  
Vasilis Syrgiamiotis ◽  
Dimitrios Kechagias ◽  
Lida Gogou
Keyword(s):  
Mental Health ◽  
Teaching Method ◽  
Psychological Impact ◽  
Depression Scale ◽  
Traditional Classroom ◽  
Anxiety And Depression ◽  
Educational Method ◽  
Classroom Lesson ◽  
The Impact

INTRODUCTION:This study aims to evaluate the psychological impact of COVID-19 emergency period on a sample of Radiography students. METHODS:Levels of anxiety, stress, and depression were measured in a sample of 206 Greek Radiography students, using the DASS scale. RESULTS: Radiography students reported moderate levels of stress anxiety and depression. The 27,7% for depression scale, 20,4% for anxiety and 15% stress found to have extremely severe levels. 48% of the sample declared dissatised and 16,1% very dissatised from the teaching method and 83% from our sample declared that prefer traditional classroom lesson. These perceptions of the students about the effectiveness of the distant educational method have signicant differences in all subscales. CONCLUSION: The impact of the Covid-19 pandemic on Radiography students' education and mental health are undeniable. Academics should discuss future strategies to address problems that arise.

Development and Validation of a Women's Financial Self-Efficacy Scale

2019 ◽  
Vol 30 (1) ◽  
pp. 142-154 ◽  
Author(s):  
Hoa Thi Nguyen
Keyword(s):  
Factor Analysis ◽  
Financial Literacy ◽  
Financial Management ◽  
Self Efficacy ◽  
Literacy Programs ◽  
Standardized Measurement ◽  
The Common ◽  
Main Factors ◽  
Development And Validation ◽  
General Self Efficacy

Lack of standardized measurement is one of the main factors that inhibits rigorous evaluations of financial literacy programs. However, although several scholars have developed financial self-efficacy measurements, none have been tailored for women. This article aims to develop and validate a Women's Financial Self-Efficacy Scale (WFSES). Results showed that the WFSES had an excellent reliability coefficient alpha (.93). The scale had good content-related validity, which covered all key domains in financial management for women. The criterion-related validity showed that the WFSES was positively correlated with the New General Self-Efficacy Scale (NGSES). Factor analysis showed four factors to be consistent with the common categories in financial management curricula.

Intention to Become Entrepreneur Among Business Students: Case Study in UiTM Segamat Johor

2021 ◽  
Vol 8 ◽  
pp. 48-59
Author(s):  
Shahira Binti Hj Abdul Jabar ◽  
Mashita Binti Hj Abdul Jabar ◽  
Siti Nordiyana Binti Isahak ◽  
Aida Rohani Binti Samsudin
Keyword(s):  
Self Efficacy ◽  
Business Students ◽  
Entrepreneurial Intention ◽  
Subjective Norm ◽  
Entrepreneurial Intentions ◽  
Entrepreneurial Education ◽  
Start Up ◽  
Main Factors ◽  
Main Factor

The aim of this study is to analyze the entrepreneurial intentions of UiTM Segamat business students and its main factors influencing it. The attitude, subjective norm, entrepreneurial education, and self-efficacy are the variables analyzed in this study. Samples of 171 business students were tested. The result shows there is an intention to become an entrepreneur among students and attitude is the main factor that contributes to it. Subjective norm and self-efficacy have moderate influence but entrepreneurial education does not significantly influence their entrepreneurial intention with the hope that MASMED gives attention and attempts to improve the effectiveness of the entrepreneurship program in university. This in general, encourages students to be courageous to start-up businesses and at the same time respond to our country desires.

scholarly journals Understanding Factors Affecting E-Government Adoption in Saudi Arabia

2022 ◽  
Vol 13 (1) ◽  
pp. 1-15
Author(s):  
Ahmed Saiedalameen M. Almamy
Keyword(s):  
Saudi Arabia ◽  
Self Efficacy ◽  
Future Research ◽  
Research Directions ◽  
Factors Affecting ◽  
Behavioural Intentions ◽  
Government Services ◽  
Utaut Model ◽  
Future Research Directions ◽  
Main Factors

This study developed an integrated model to examine the main factors affecting e-government services adoption in Saudi Arabia context. We extended the UTAUT model to explore factors affecting Saudi Arabia citizens to use e-government services. Data were collected from 1290 citizen and analysed using AMOS. The results indicated that all the variables of UTAUT model have a significant effect on intentions to use e-government services. The results also indicated that perceived awareness and self-efficacy have a significant effect on behavioural intentions. Moreover, religiosity moderates the link between perceived awareness, attitudes, self-efficacy, and behavioural intentions. Our study demonstrated the implications and future research directions.

scholarly journals Perceived self-efficacy of students in a business simulation game

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Vinod Dumblekar ◽  
Upinder Dhar
Keyword(s):  
Factor Analysis ◽  
Goal Setting ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Performance Enhancement ◽  
Simulation Game ◽  
Business Simulation ◽  
Simulation Games ◽  
Significant Research ◽  
And Performance

Abstract Self-efficacy is an individual's confidence in the personal ability to complete a task under specified conditions. Game self-efficacy is the belief of game players that they would win in a business simulation game competition. To understand the composites of such belief, an instrument of 30 statements was developed and statistically tested on 227 undergraduate students at the end of a business simulation game competition. The factor analysis produced eight factors of perceived game self-efficacy, namely, innovation, experimentation, conviction, openness, focus, proactivity, conceptualisation and determination. These factors have significant research implications for goal-oriented behaviour, goal setting and performance enhancement at work and in games and competitions, and in developing simulation games.

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