Gaming and Simulation

2010 ◽  
pp. 341-357
Author(s):  
Dr. Sheila Seitz ◽  
Courtney Uram
Keyword(s):  
Instructional Design ◽  
Serious Games ◽  
Emerging Technologies ◽  
Affective Learning ◽  
Learning Objectives ◽  
Game Play ◽  
Training Techniques ◽  
Commercial Off The Shelf ◽  
Games And Simulations ◽  
The Military

The purpose of this chapter is to provide a brief summary of the military’s use of gaming and simulation to accomplish training. Historically, the military has been a forerunner in the exploration of training techniques that incorporate aspects of games and simulations. Training tools emerge in various gaming formats such as simulations, edutainment, commercial-off-the-shelf games (COTS), and serious games. To develop training in the form of games or simulations, elements of instructional design must be considered to include learning objectives, game play, and feedback. Emerging technologies provide possible solutions to training challenges such as achieving affective learning domain objectives and the portability of training. The military, as an early adapter of games and simulation, continues to forge the way by integrating gaming and simulation, instructional design, and emerging technologies to achieve the ever growing demands of training.

Gaming and Simulation

2011 ◽  
pp. 1006-1022
Author(s):  
Dr. Sheila Seitz ◽  
Courtney Uram
Keyword(s):  
Instructional Design ◽  
Serious Games ◽  
Emerging Technologies ◽  
Affective Learning ◽  
Learning Objectives ◽  
Game Play ◽  
Training Techniques ◽  
Commercial Off The Shelf ◽  
Games And Simulations ◽  
The Military

The purpose of this chapter is to provide a brief summary of the military’s use of gaming and simulation to accomplish training. Historically, the military has been a forerunner in the exploration of training techniques that incorporate aspects of games and simulations. Training tools emerge in various gaming formats such as simulations, edutainment, commercial-off-the-shelf games (COTS), and serious games. To develop training in the form of games or simulations, elements of instructional design must be considered to include learning objectives, game play, and feedback. Emerging technologies provide possible solutions to training challenges such as achieving affective learning domain objectives and the portability of training. The military, as an early adapter of games and simulation, continues to forge the way by integrating gaming and simulation, instructional design, and emerging technologies to achieve the ever growing demands of training.

Computer Games for Affective Learning

2011 ◽  
pp. 261-282
Author(s):  
Claire Dormann ◽  
Jennifer R. Whitson ◽  
Robert Biddle
Keyword(s):  
Activity Theory ◽  
Computer Games ◽  
Serious Games ◽  
Affective Learning ◽  
Affective Domain ◽  
General Nature ◽  
Game Play ◽  
Design Elements ◽  
Specific Focus

This chapter addresses how computer games can support affective learning, taking specific focus on learning for the affective domain. It first explores this domain, describes the issues that can arise in support, and makes connections to the strengths of computer games. The chapter uses activity theory to highlight the role of a game as an effective mediator of learning in the affective domain. These studies of how games support the affective domain involve the observation of game-play and identification of recurring design elements that can be identified as patterns. The chapter describes several patterns, first in larger commercial games, and then in smaller serious games. Finally, it reflects on its findings, and surveys the general nature of game support for learning in the affective domain. Clear evidence is given that games can and do provide such support, with indications of even greater potential with better understanding of the nature of the game-play.

scholarly journals Synergetic Learning Model: The Sum is Greater

2020 ◽  
Vol 13 (1) ◽  
pp. 62
Author(s):  
Kevin S. Thompson
Keyword(s):  
Instructional Design ◽  
Human Resource Development ◽  
Learning Model ◽  
Learning Objectives ◽  
Evidence Based ◽  
Improve Performance ◽  
Design Models ◽  
Design Learning ◽  
And Performance ◽  
Extract Information

<p>Instructional design models provide process insight that guides learning solution designers in their work to meet learning objectives and improve performance. Human resource development scholars often focus on individual learning components that support meeting learning and performance objectives. Learning practitioners who design learning solutions must review significant amounts of research studies to extract information that may assist them in their roles. This paper introduces the evidence-based Synergetic Learning Model, focused exclusively on design, intended to leverage the work of scholars holistically for the benefit of learning practitioners.</p>

Perception of Communication in Virtual Learning Environments

2019 ◽  
pp. 1973-1987
Author(s):  
Latonia M. Ayscue
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Design Process ◽  
Virtual Learning ◽  
Sensory Systems ◽  
Learning Objectives ◽  
Virtual Learning Environments ◽  
Learning Theories ◽  
Instructional Design Process ◽  
Tactile Communication

Perception research helps to understand how stimuli (gist) interacts with learners' sensory systems (visual, auditory, tactile). Communication in virtual learning environments is significant because when the laws of perception are manifested, the strategy should include discovering how the relationships between the instructional design process (analyze, design, develop, implement and evaluate) synthesizes learning theories and learners' experience to create effective communication in virtual instructional events, learning objectives and goals.

A Video Game, a Chinese Otaku, and Her Deep Learning of a Language

2011 ◽  
pp. 1039-1068
Author(s):  
Kim Feldmesser
Keyword(s):  
Instructional Design ◽  
Deep Learning ◽  
Video Game ◽  
Police Officers ◽  
Game Design ◽  
Serious Games ◽  
Development Process ◽  
Learning Objects ◽  
Police Force ◽  
Sound Learning

The design of serious games based on sound learning and instructional principles is important to ensure learning is integrated in the ‘game-play’. However, the process of achieving this is not yet fully understood, and research is hampered by the lack of practical demonstrations of how effective instructional design is when used alongside game design. This chapter provides an example of a successful application of instructional design to the development process of a serious game for traffic accident investigators in the Dubai police force. We use the findings from an experiment conducted for 56 police officers to analyze how learning objects are affected by the instructional principles used. To conclude the chapter, we describe the implications of the use of serious games in the police force for policymakers, educators, and researchers.

Games and Simulations

2011 ◽  
pp. 1398-1415 ◽  
Author(s):  
Göknur Kaplan Akilli
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Computer Games ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Design Development ◽  
Starting Point ◽  
Games And Simulations ◽  
Definition Of ◽  
Shed Light

Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack of available well-designed research studies about their integration into teaching and learning leaves unanswered questions, despite their more than thirty years’ existence in the instructional design movement. Beginning with these issues, this chapter aims to shed light on the definition of games and simulations, their educational use, and some of their effects on learning. Criticisms and new trends in the field of instructional design/development in relation to educational use of games and simulations are briefly reviewed. The chapter intends to provide a brief theoretical framework and a fresh starting point for practitioners in the field who are interested in educational use of games and simulations and their integration into learning environments.

Intersection of Serious Games and Learning Motivation for Medical Education

2022 ◽  
pp. 1938-1947
Author(s):  
Santa Dreimane ◽  
Reinis Upenieks
Keyword(s):  
Medical Education ◽  
Professional Education ◽  
Serious Games ◽  
Educational Process ◽  
Learning Motivation ◽  
Research Subjects ◽  
Systematic Analysis ◽  
Research Questions ◽  
Games And Simulations ◽  
Professional Fields

Educational scholars are implementing technologies into the educational process. They use virtual reality, simulations, augmented reality and other immersive technologies that provide entertainment and an interesting, immersive environment as well as engage and motivate students. The aim of this research is to understand the scope and the nature of studies where serious games for medical education are prospective research subjects for the development of learning motivation. There are specific research questions that are of interest to the authors: (1) how many studies are devoted to exploring how serious games and simulations develop learning motivation; (2) how many studies are devoted to medical education, especially continuing professional education; and (3) which professional fields are most reflected in the search results, and is interdisciplinary learning observed? To answer the research questions, a systematic analysis of publications was chosen as the research method. Altogether, 132 articles published from January 1, 2014 to December 31, 2018 were selected for the review.

A Future Focus of Gaming

2016 ◽  
pp. 566-585
Author(s):  
DeAnna Proctor ◽  
Lenora Jean Justice
Keyword(s):  
Disaster Response ◽  
Soft Skills ◽  
Military Medicine ◽  
Skills Training ◽  
Assessment Tools ◽  
Hard Skills ◽  
Inherent Nature ◽  
Games And Simulations ◽  
Future Direction ◽  
The Military

The authors discuss the instruction of soft skills by games and simulations as a future direction for the use of educational gaming in P-12 education. Technical or hard skills are taught in the educational curriculum; however, soft skills training, such as communication, collaboration, decision-making, problem-solving, negotiation, and leadership, are lacking. Soft skills training through games and simulations have been successful in areas such as the military, medicine, business, and disaster response, as well as those individuals with learning disabilities; therefore, the authors investigate the potential for soft skills training using games and simulations. In addition to instruction of soft skills, this article also addresses the inherent nature of games and simulations as teaching and assessment tools.

Immersion, Narrative, and Replayability as the Motivational and Attractiveness Factors in Serious Games

2012 ◽  
pp. 991-1008 ◽  
Author(s):  
Pollyana Notargiacomo Mustaro ◽  
Raphael Leal Mendonça
Keyword(s):  
Instructional Design ◽  
Teaching Strategies ◽  
Serious Games ◽  
Serious Game ◽  
Learning Theories ◽  
Game Development ◽  
Electronic Games

Serious games, electronic games whose purpose is work educational elements, often do not reach this goal because by being included the content and teaching strategies, the fun’s dimension and motivation to interact are reduced. In this sense, this chapter presents a proposal for the use of immersion, narrative, and replayability as devices to make serious games more attractive to the student in general. These three elements are explored theoretically and then analyzed and aligned with proposals for instructional design and learning theories. As a result, a development proposal for Serious Game Development Document (SGDD) and a rubric for evaluation of use are presented. With this, it is expected to contribute and assist not only with development, but also with in the analysis of serious games.

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