scholarly journals Usability of Computerised Gaming Simulation for Experiential Learning

2021 ◽  
Author(s):  
Nicolas Becu
Keyword(s):  
Experiential Learning ◽  
Learning Potential ◽  
Knowledge And Skills ◽  
Gaming Simulation ◽  
Different Types ◽  
Time Requirements

This chapter examines the impacts of computerization of gaming simulations on their usability. Simulation and gaming is an interdisciplinary domain which rallies, among others, the disciplines of education and modelling, and which aim at helping groups of participants to acquire knowledge and skills on complex topics. Gaming simulations can take the form of haptic games or computerised simulations. Yet, the later form may slow down the learning potential for the users. The chapter describes the different types of computerization of gaming simulations. It then examines the effects of computerization, both from the users’ perspective (accessibility, captive effect, and flexibility of use) and from the developers’ perspective (material, human, and time requirements). Some paths to overcome barriers to experiential learning of computerised gaming simulation are finally presented.

scholarly journals IMPLEMENTING EXPERIENTIAL LEARNING IN WRITING CLASS

2017 ◽  
Vol 1 ◽  
pp. 447
Author(s):  
Ria Yulianti ◽  
Achyana Izzatun Nisa
Keyword(s):  
Experiential Learning ◽  
Writing Process ◽  
Learning By Doing ◽  
Learning Method ◽  
Language Abilities ◽  
Knowledge And Skills ◽  
Writing Class ◽  
Text Types ◽  
Good Writing ◽  
Descriptive Writing

The objective of this paper is to describe the implementing of experiential leaning in writing class. Writing is the process of expressing ideas into a good writing and composing the ideas into a proper arrangement. Writing is one of language abilities that is taught in the school. The students should be mastered some text types in writing class, such as descriptive text. Descriptive text is a text which says what a particular thing, person or place is like. In the writing process, the students face some problems in writing, such as finding ideas, developing ideas, and arranging ideas into good composition. In this case, the teacher uses a new method to solve that problems. The teachers use experiential learning to enhance the students’ writing. Experiential learning is a learning method where the educators engage the students to learn through experience directly to enhance students’ knowledge and skills. It is also called learning by doing. The steps of implementing experiential learning are doing, reflecting, analyzing, generating and application. In descriptive writing, the students can describe the object easily because they use real experience. The students also feel more enthusiasm in learning process. Therefore, hopefully the students can expand their writing in good construction.  

Impacts of Experiential Learning Depth and Breadth on Student Outcomes

2016 ◽  
Vol 40 (1) ◽  
pp. 5-23 ◽  
Author(s):  
Jeffrey Scott Coker ◽  
Evan Heiser ◽  
Laura Taylor ◽  
Connie Book
Keyword(s):  
Experiential Learning ◽  
General Education ◽  
Learning Outcomes ◽  
Student Outcomes ◽  
Undergraduate Research ◽  
Higher Order Thinking ◽  
Senior Year ◽  
Time Commitment ◽  
Leadership Experiences ◽  
Different Types

This 5-year study of graduating seniors at Elon University ( n = 2,058) evaluates the impacts of experiential learning depth (amount of time commitment) and breadth (number of different types of experiences) on student outcomes. Data on study abroad, undergraduate research, internships, service, and leadership experiences were pulled from cocurricular transcripts and paired with responses to the National Survey of Student Engagement. Both depth and breadth were associated with acquiring a broad general education, writing clearly and effectively, contributing to the welfare of communities, relationships with faculty and administration, and desire to attend the same institution. Depth (but not breadth) was associated with higher order thinking (synthesis and application) in the senior year, as well as overall educational experience. Breadth (but not depth) was associated with working effectively with others and better relationships with other students. Overall, key learning outcomes desired for a college student are driven by both experiential learning depth and breadth.

Simulations in orthopedics and rehabilitation – Part I: Simulators

2016 ◽  
Vol 12 (4) ◽  
Author(s):  
Jacek Dygut ◽  
Piotr Piwowar ◽  
Maria Gołda ◽  
Krzysztof Popławski ◽  
Robert Jakubas ◽  
...  
Keyword(s):  
Computer Simulation ◽  
The Other ◽  
Fine Tuning ◽  
Patient Treatment ◽  
Biological Processes ◽  
Clinical Environment ◽  
Knowledge And Skills ◽  
Simulation Techniques ◽  
Resident Physicians ◽  
Different Types

AbstractNowadays, medical simulators and computer simulation programs are used to train various skills required in medicine. The development of medicine, including orthopedics and rehabilitation, has meant that resident physicians, within a much shorter period of time, must acquire the knowledge and skills that their older colleagues gained over years, learning as they operated on patients. For this reason, simulation very often helps the doctor and others engaged in health care train some techniques necessary during the work before they start working in a clinical environment. They have a chance of fine-tuning certain skills under nonclinical environment. On the other hand, simulation techniques are used in medical scientific research to know and explain the different biological processes that can be used for better patient treatment in the future. In this paper (Part I), the authors focused on the presentation of different types of simulators for the following purposes: test (conducted under laboratory conditions), training (incorporated into school, universities syllabus), diagnostic and therapeutic (within the hospital, clinics, private medical practice).

Exploring the learning potential of models with secondary school EFL learners

2019 ◽  
Vol 32 (1) ◽  
pp. 155-184
Author(s):  
Félix Montealegre Ramón
Keyword(s):  
Secondary School ◽  
Corrective Feedback ◽  
Learning Potential ◽  
Efl Learners ◽  
Different Types ◽  
Stage 1 ◽  
Model Texts ◽  
Writing Task

Abstract The role of Corrective Feedback (CF) in the process of acquiring a second language (L2) has been deemed an issue of controversy among theorists and researchers alike. In this empirical study, the objective is to investigate the quality of EFL learners’ processing of feedback employing models and different types of noticing (perfunctory or substantive [Qi & Lapkin, 2001]). The study was carried out with 13- and 14-year-old learners placed in two groups and engaged in a three-stage writing task that included composing a picture-based story (Stage 1), comparing their texts with a model (Stage 2), and rewriting the story (Stage 3). The groups differed in the way they were prompted to process the model text. The findings indicate that there are no differences between the two feedback groups within stages. All the participants increased the number of features reported across stages regardless of the feedback condition. The employment of a model text provided the students with alternative features related to lexis, form, and ideas. The potential effects of model texts and types of noticing on L2 learners’ language development are discussed.

scholarly journals Introducing ERP Concepts to IT Students Using an Experiential Learning Approach with an Emphasis on Reflection

2019 ◽  
Vol 11 (18) ◽  
pp. 4992
Author(s):  
Tina Beranič ◽  
Marjan Heričko
Keyword(s):  
Experiential Learning ◽  
Enterprise Resource Planning ◽  
Resource Planning ◽  
Simulation Game ◽  
Learning Approach ◽  
Learning Approaches ◽  
Business Simulation ◽  
Knowledge And Skills ◽  
System Usability Scale ◽  
Perceived Usability

The introduction of enterprise resource planning (ERP) concepts to IT students entails many challenges. Due to the system’s complexity, newcomers need an extensive amount of time to be able to use it independently. Additionally, the learning preferences and characteristics of digital natives differ significantly from previous generations. Therefore, the use of alternative learning approaches is desirable. To achieve the best possible learning outcomes, it is advisable to implement learning approaches that require students’ active participation, for example, an experiential learning approach. A variation is an ERPsim business simulation game, which we used within the ERP systems course. The game is implemented in sequential rounds, whereby each round ends with a review of the collected experiences. The simulation game was used at the beginning of the course to ease the introduction of ERP concepts for IT-related students. This paper is the result of three years of research into the perceived usability of SAP ERP introduced with the business simulation game, combined with the results of a study evaluating students’ opinions, knowledge, and skills. Perceived usability was measured using a System Usability Scale (SUS), while the students’ experiences were gathered using a self-evaluation questionnaire. The study revealed the positive impact of the experiential learning approach that was used. Students evaluated the usability of SAP ERP as OK, and empirical analysis confirmed that the use of the simulation game for introducing the ERP concepts resulted in anticipated knowledge and skills, while increasing the students’ intent for future engagement.

scholarly journals Kink community education: Experiential learning and communities of practice

2019 ◽  
Vol 5 (2) ◽  
pp. 48-58
Author(s):  
Richard Sprott ◽  
Carolyn Meeker ◽  
Maria O'Brien
Keyword(s):  
Adult Education ◽  
Experiential Learning ◽  
Communities Of Practice ◽  
Needs Assessment ◽  
Community Of Practice ◽  
Community Education ◽  
Motivation To Learn ◽  
Knowledge And Skills ◽  
Educational Needs Assessment ◽  
How People Learn

How do people learn about kink? What are the motivations to acquire knowledge and skills for doing BDSM scenes? What are the preferred ways adults want to learn? This article argues that two concepts from adult education, experiential learning and community of practice, are important frameworks for understanding how people learn about kink. As an example to illustrate these points, some findings from an educational needs assessment are presented. The results indicate gender-related differences in motivation to learn about kink and different preferences in formats for learning. Results are discussed in terms of experiential learning and community of practice.

Crowdfunding Campaign As a Design-Based Pedagogical Approach for Experiential Learning of Technology Entrepreneurship

2018 ◽  
Author(s):  
Jianxi Luo ◽  
Kin Leong Pey ◽  
Kristin Wood
Keyword(s):  
Experiential Learning ◽  
Real World ◽  
Resource Constraints ◽  
Technology Entrepreneurship ◽  
Pedagogical Approach ◽  
Knowledge And Skills ◽  
University Of Technology ◽  
The World ◽  
Academic Courses ◽  
Quality Learning

Engineers are increasingly expected to master the knowledge and skills for entrepreneurship. Academic courses on entrepreneurship have been adopted in engineering schools around the world. However, the experiential learning of technology entrepreneurship remains challenging because it requires not only the experiences of ideation, design and prototyping in classrooms and fab labs but also broader engagement with users, manufacturers, marketers, and investors in business contexts. To conquer this challenge, we developed an approach to use an online crowdfunding campaign as a pedagogical approach to intensify the experiential learning of students in a technology entrepreneurship course. This approach, as part of a course module, provides a real-world context of uncertainty and resource constraints that characterize the entrepreneurship process, and it allows university students to discover and interact with actual users, investors, manufacturers and other stakeholders of their products around the world. We experimented with the use of a crowdfunding campaign as a pedagogical approach for experiential learning in the Entrepreneurship course at Singapore University of Technology and Design (SUTD). We found evidence of increased prototyping quality; learning intensity; empathy toward users, manufacturers, marketers and other stakeholders; and an increased interest in pursuing an entrepreneurial career.

PRE-SERVICE TEACHERS' AMBIGUITY TOLERANCE

2019 ◽  
Vol 2 ◽  
pp. 610
Author(s):  
Lenka Sokolová ◽  
Viera Andreánska
Keyword(s):  
Social Needs ◽  
Teaching Skills ◽  
Ambiguity Tolerance ◽  
Perceived Knowledge ◽  
Knowledge And Skills ◽  
Significant Difference ◽  
Multiple Stimulus ◽  
Different Types ◽  
Ambiguous Situations

Teachers encounter many ambiguous situations in their every-day practice. They have to deal with pupils with various disabilities, personality and background diversity. The aim of this study is to examine pre-service teachers' ambiguity tolerance and perceived knowledge and skills for work with various types of diversity in the classroom. Pre-service teachers (N = 176) self-assessed their knowledge and teaching skills for 20 different types of children with special educational and social needs. The Multiple Stimulus Types Ambiguity Tolerance Scale-II was used to assess their ambiguity tolerance. Pre-service teachers' ambiguity tolerance appeared to be moderate. There was no significant difference across years of study and only weak or slight relationship between ambiguity tolerance and self-reported inclusive competences.

scholarly journals Taking on Too Much, Too Soon? An Exploration of Experiential Learning of Novice Auditors in an Offshoring Setting

2018 ◽  
Vol 13 (1) ◽  
pp. A1-A14 ◽  
Author(s):  
Velina K. Popova ◽  
Nicole S. Wright
Keyword(s):  
Experiential Learning ◽  
Task Type ◽  
Sequential Learning ◽  
Mixed Design ◽  
Dynamic Changes ◽  
Job Experience ◽  
The Core ◽  
Audit Firms ◽  
Different Types ◽  
Audit Team

SUMMARY Outsourcing and offshoring have become common practice among audit firms and have introduced dynamic changes to the experiences of novice auditors. Tasks once performed by novice auditors are now performed by firm members outside the core audit team, which in turn frees up novice auditors to perform different types of tasks. We utilize a 2 × 2 mixed design to manipulate the task type and the order in which tasks are performed to answer questions about knowledge acquisition among novice auditors. We examine accuracy on a confirmations task and sequential learning experienced by novice auditors. Our results show that the type of experience is important to novice auditors' performance as is the order in which these experiences occur. Based on our findings, we provide recommendations for improving novice auditors training and on the job experience in the changing environment of audits.

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