Methodological Proposals for Simulation Games

2010 ◽  
pp. 83-111 ◽  
Author(s):  
Cesare Fregola
Keyword(s):  
Learning Environment ◽  
Simulation Game ◽  
Levels Of Abstraction ◽  
Simulation Games ◽  
Math Teaching

This chapter introduces the transcoding pattern, used in simulation games, to organize the language, the setting and the learning environment, defining the course of learning on various levels of abstraction. The aim is to facilitate the construction of a language that can be used in the processes of the mathematicization of reality and in math teaching in general. In order to give the reader a better understanding of the ideas and components of this process, an example of the transcoding pattern is provided before going on to describe the objective of our research the simulation game.

Transforming classrooms into tropical islands: simulation as a teaching tool

Journal ◽  
2015 ◽  
Vol 4 ◽  
Author(s):  
Susanne Kuehling
Keyword(s):  
Learning Environment ◽  
Role Play ◽  
Simulation Game ◽  
Teaching Tool ◽  
Effective Strategy ◽  
Tropical Islands ◽  
Embodied Learning ◽  
Simulation Games ◽  
Positive Effects ◽  
Course Material

This article builds on the more recent promotion of experiential, embodied learning as an effective strategy to engage students and help them understand, digest, process and apply course material. Simulation games, as I demonstrate, can provide such a learning environment. I firstly discuss the benefits of role-play in undergraduate classrooms and secondly present an example of a framing simulation game that is highly successful and popular. Lastly, discussing the design of framing games and the positive effects of role-play, I suggest that this pedagogic approach can, and should, be adapted to fit other contents.

scholarly journals Does Scientific Evaluation Matter? Improving Digital Simulation Games by Design-Based Research

2020 ◽  
Vol 9 (9) ◽  
pp. 155 ◽  
Author(s):  
Sven Ivens ◽  
Monika Oberle
Keyword(s):  
Civic Education ◽  
Game Design ◽  
Digital Simulation ◽  
Educational Interventions ◽  
Simulation Game ◽  
Research Approach ◽  
Scientific Evaluation ◽  
Simulation Games ◽  
Design Based Research ◽  
Term Evaluation

Grounded in a design-based research approach, the aim of this article is to determine whether scientific evaluations help to (a) identify and fix problems in educational interventions and (b) eventually foster a more effective and positive evaluated intervention. Therefore, data from a longer-term evaluation of short digital simulation games about the European Parliament for civic education in schools were used. The data included three cycles of interventions with pre- and post-evaluations starting with the first prototype in 2015/2016 (n = 209), the second cycle in 2017/18 (n = 97), and the last one in 2019/20 (n = 222). After each evaluation, major problems and critiques regarding the simulation game were discussed with the developers, and changes were implemented in the game design. The four most important problems, the processes by which they were improved and the reactions of the participants in the following evaluations are pointed out in the article. A comparison of the last and first evaluation cycle showed an overall improvement of the simulation game regarding its effectiveness in transferring EU knowledge and the participants’ general satisfaction with the simulation game. This study underlines the value of the design-based research approach for developing educational interventions and can be useful for further work on civic education measures and the implementation of digital simulation games.

scholarly journals Spationomy Simulation Game—Playful Learning in Spatial Economy Higher Education

2021 ◽  
Vol 10 (2) ◽  
pp. 74
Author(s):  
Vít Pászto ◽  
Jiří Pánek ◽  
René Glas ◽  
Jasper van Vught
Keyword(s):  
Knowledge Production ◽  
Interdisciplinary Collaboration ◽  
Simulation Game ◽  
Cultural Backgrounds ◽  
Real World Data ◽  
Simulation Games ◽  
Future Directions ◽  
Interdisciplinary Field ◽  
Interdisciplinary Knowledge ◽  
Interdisciplinary Problems

Simulation games, as a method of playful learning, have been used for more than 70 years in various disciplines with the economy as a leading application field. Their development has been tied with advances in computer science, and nowadays, hundreds of simulation games exist. However, simulation games are not just useful for encouraging disciplinary knowledge production; they also promise to be effective tools for interdisciplinary collaboration. To further explore these promises, we report on the design and playing of a simulation game on the boundary of geoinformatics and business and economics; an interdisciplinary field we have termed Spationomy. Within this game, students from different disciplinary (and cultural) backgrounds applied their knowledge and skills to tackle interdisciplinary problems. In this paper, we also analyze students’ feedback on the game to complement this aspect. The main goal is to discuss the design process that went into creating the game as well as experiences from play sessions in relation to this increase of interdisciplinary knowledge among students. In the end, we present a new gaming concept based on real-world data that can be played in other interdisciplinary situations. Here, students´ feedback on individual features of the game helped to identify future directions in the development of our simulation game.

Learning Outcomes in a Simulation Game for Associate Degree Nursing Students

1977 ◽  
Vol 5 (1_suppl) ◽  
pp. 18-27 ◽  
Author(s):  
Carolyn Chambers Clark
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Associate Degree Nursing ◽  
Associate Degree ◽  
Psychiatric Patients ◽  
Simulation Game ◽  
Control Group ◽  
Associate Degree Nursing Students ◽  
Simulation Games

Learning outcomes of a simulation game designed to have one-to-one correspondence between behavioral objectives and game plays is reported The behavioral objectives were core concepts in psychiatric mental health nursing taught to associate degree nursing students. Decisions to use the simulation game method grew out of difficulties inherent in the community college nursing program, as well as the need for self-paced, efficient, learner-centered learning and evaluative tools. After the trial and revision of the game, a number of research hypotheses were tested Simulation gaming was found to be an effective mode of learning, and students who acted as teachers for other students learned significantly more than those who were taught. Some of the recommendations for further research were to study varied nursing populations, to add a control group, to test the long-range learning effects of playing the game, to decrease experimenter bias, to study transfer of learning to actual nurse-patient situations and changes in attitudes toward psychiatric patients, and to develop more simulation games for nursing education.

scholarly journals Classification of Evaluation Methods for the Effective Assessment of Simulation Games: Results from a Literature Review

2019 ◽  
Vol 9 (1) ◽  
pp. 19 ◽  
Author(s):  
Niluefer Deniz Faizan ◽  
Alexander Löffler ◽  
Robert Heininger ◽  
Matthias Utesch ◽  
Helmut Krcmar
Keyword(s):  
Literature Review ◽  
Current Trend ◽  
Evaluation Methods ◽  
Simulation Game ◽  
Simulation Games ◽  
Research Papers ◽  
Free Environment ◽  
Effective Assessment ◽  
A Current

As a current trend in teaching, simulation games play an active and important role in the area of technology-based education. Simulation games create an envi-ronment for scholars to solve real-world problems in a risk-free environment. Therefore, they aim to increase the knowledge base as well as learning experienc-es for students. However, assessing the effectiveness of a simulation game is necessary to optimize elements of the game and increase their learning effect. In order to achieve this aim, different evaluation methods exist, which do not always involve all phases when running a simulation game. In this study, we conduct a literature review to analyze evaluation methods for three phases of simulation games: pre-game, in-game, and post-game. Thirty-one peer-reviewed research papers met specified selection criteria and we classified them according to a di-dactic framework that illustrates four phases of running simulation games: Prepa-ration, Introduction, Interaction and Conclusion phase. Based on the results, we provide a concrete evaluation strategy that will be a guide to assess simulation games during all phases. This study contributes to theory by providing an over-view of evaluation methods for the assessment of simulation games within the different game phases. It contributes to practice by providing a concrete evalua-tion strategy that can be adapted and used to assess simulation games.

Learning from Social Collaboration

2018 ◽  
pp. 500-524
Author(s):  
Kimmo Oksanen ◽  
Timo Lainema ◽  
Raija Hämäläinen
Keyword(s):  
Social Interaction ◽  
Simulation Game ◽  
Business Simulation ◽  
Game Based Learning ◽  
Computer Supported Collaborative Learning ◽  
Simulation Games ◽  
Social Collaboration ◽  
Emotional Processes ◽  
Game Mechanics ◽  
Game Context

This chapter focuses on the challenge of evaluating game-based learning. It argues that linking game-based learning with the characteristics of a specific game or game-produced engagement is challenging. It further proposes a framework in which the game-based learning process is approached by considering (business) simulation games as Computer-Supported Collaborative Learning (CSCL) environments and presents an approach on how learning can be approached and evaluated from this perspective. In addition, it highlights how simulation game mechanics appears to be a potential way to promote learners' socio-emotional processes and give rise to social interaction and to structure collaboration among the learners in the game context. The proposed framework of this chapter takes into account both cognitive and socio-emotional perspectives of learning. The results of the chapter will present a contemporary view on the roles of sociability, collaboration and engagement in game-based learning.

Epistemological Framework and Mathematical Learning

2011 ◽  
pp. 464-473
Author(s):  
Cesare Fregola
Keyword(s):  
Educational Goals ◽  
Mathematical Language ◽  
Simulation Games ◽  
Mathematical Learning ◽  
Games For Learning ◽  
Math Teaching ◽  
The Right ◽  
Epistemological Framework

The aim of this chapter is to provide some indications on the background of our research regarding the use of simulation games for learning geometry and arithmetic. We reinterpret certain educational goals from the perspective of the anthropology of the virtual. Within this context, a number of important international commissions on math teaching are analyzed with particular reference to the difficulties involved in finding the right balance between the need for a formal mathematical language and teaching solutions to guide learning.

Games, Simulations, and Simulation Games for Learning

2011 ◽  
pp. 168-193 ◽  
Author(s):  
Louise Sauvé ◽  
Lise Renaud ◽  
David Kaufman
Keyword(s):  
Systematic Review ◽  
Methodological Approach ◽  
Simulation Game ◽  
Future Research ◽  
Review Of The Literature ◽  
Simulation Games ◽  
Games For Learning ◽  
Game Simulation ◽  
Research Studies

The authors of this chapter carried out a systematic review of the literature from 1998 to 2008 with the goal of developing conceptual definitions of game, simulation, and simulation game based on their essential attributes. This chapter first describes the motivation for this project and its methodological approach. It then introduces the databases consulted, and the analysis grid used. Finally, it presents the review results, which suggest a differentiation among games, simulations and simulation games. This analysis is intended to improve the precision of future research studies concerning the effects on learning of games, simulations, and simulation games.

Simulation Games and Emotive, Affective and Social Issues

2010 ◽  
pp. 57-64 ◽  
Author(s):  
Cesare Fregola
Keyword(s):  
Social Psychology ◽  
Learning Environment ◽  
Learning Process ◽  
Process Simulation ◽  
Social Issues ◽  
Math Learning ◽  
Simulation Games ◽  
The Subject ◽  
Relational Skills

This chapter presents a reflection on the subject of the skills teachers can use to intentionally influence the affective area so that this can positively influence the math learning process. Simulation games represent a learning environment in which the teacher’s relational skills can be guided by models within the field of pedagogy, albeit also making use of insights from social psychology.

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