Hybrid and Virtual Educational Simulation Games (vESGs) for the Remote Learning Era

Virtual educational simulation games (vESGs) promote unique combinations of learning interactions and affordances to create environments with which students can engage to effectively learn about complex phenomena and processes in multiple domains. Using the GlobalEd vESG as an example case throughout the chapter, the authors discuss (1) the key functions and experiences that vESGs provide to learners; (2) the types of valuable student interactions that can be expected when playing a vESG and strategies for maximizing these interactions for learning; (3) strategies for teacher implementation and adaptation of vESGs, as well as professional development programs to support their use of vESGs in classrooms; and (4) observed benefits of using vESGs as evidenced from over a decade of implementation of the GlobalEd vESG in authentic classroom settings.

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

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.

Comparative Effectiveness of Interactive Multimedia, Simulation Games, and Blended Learning on Science Performance of Learners With Special Needs

This chapter investigated the comparative effectiveness of interactive multimedia, simulation games, and blended learning on science performance of learners with special needs. The study adopted the pre-test post-test control group quasi-experimental research design. The pre-test was used to determine the prior knowledge of the learners. Three intact classes in three schools were assigned to the experimental groups “Interactive Multimedia Platform,” “Simulation Games Box,” and “Blended Learning Parcel.” The post-test was conducted at the end of learners' exposure to the treatment. The data collected were analyzed using t-test. The findings suggested that the use of blended learning enhances the performance of special needs learners better than interactive multimedia and simulation games.

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

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

Factor Influencing Learning Outcome in Nursing Education Using Gamification: A Scoping Review

Purpose: This review explored trends in studies on learning outcomes in nursing education using gamification, to provide directions for future research.Methods: This scoping review was conducted according to the Joanna Briggs Institute's guidelines. The literature search date was February 1, 2021.Results: Thirty-two studies were included. The largest proportion of studies were quantitative descriptive studies, including qualitative mixed methods (34.4%). More studies applied gamification in practical classes (53.1%) than in theoretical classes. Virtual simulation games (37.9%) and simple quiz games (34.4%) were most often used. Commonly used gamification elements included scores/points, feedback, badges, countdowns, challenges, competitions, and levels. Two themes emerged regarding the impact of gamification on learning: learners’ experiences and achievement outcomes with cognitive, affective, and psychomotor subthemes. Nursing education using gamification improved engagement, motivation, and learning achievement. However, there was less evidence for affective and psychomotor outcomes than for cognitive outcomes.Conclusion: Gamification can be an effective educational strategy if educator's have sufficient understanding and readiness and appropriate gamification elements are applied to nursing education. Further research should investigate knowledge retention in the cognitive domain, collaboration and empathy in the affective domain, and the improvement of nursing skills using new technologies in the psychomotor domain.

The Learning Process in Live-Action Simulation Games: The Impact of Personality, Motivation, Immersion, and Flow on Learning Outcome in a Simulation Game.

Background Against the backdrop of the cognitive-motivational process model proposed by Vollmeyer and Rheinberg (1998) , this study investigates how the personality trait need for cognition in combination with a specific situation (short and long version of a live-action simulation game), current motivation, and immersion and flow (mediators) predict the learning outcome in the simulation game EVERYDAY LIFE IN THE CLASSROOM ( Starker & Imhof, 2014 ). Methods N = 138 teacher students played the short 2-hour version of the simulation game, and N = 77 played the long 2-day version. Need for cognition, current motivation, immersion, flow, and learning outcome were measured by self-report questionnaires. Results A hierarchical regression analysis was used to determine the impact of the predictor variables (need for cognition, current motivation, immersion, and flow) on the self-evaluated learning outcome. For the 2-hour group, the predictor variables interest, challenge, and immersion (subscale: engagement) impacted self-reported learning outcome significantly positive. For the 2-day group, significant predictors were need for cognition, interest, and immersion (subscale: engrossment). In comparison of the two game versions, students playing the 2-day version reported significantly higher levels of engagement, engrossment, and learning outcome. Conclusion The cognitive-motivational process model of learning was partly supported: interest and immersion predict learning outcome in the live-action simulation game. The extended 2-day version of the game leads to higher levels of immersion and higher learning outcome, indicating that a longer timeframe secures the desired effects on learning outcome from simulation games. Further research needs to shed light on the interaction of personality traits and immersion.

Development of a Scenario-based Approach to Simulation Games Management

The Doctoral Thesis is elaborated in the field of scenario-based simulation game management. The essence of simulation games and their role in the learning process is studied, their advantages and disadvantages are identified. The concept of simulation game scenarios is developed that enables efficient game management by using formal methods. An integrated approach to simulation game scenario management is developed and the procedure for scenario generation, simulation and control; as well as its implementation mechanisms, are described.

The use of training technology tools as the basis for its successful implementation in intra-organization training

The problem fields of research in the framework of the topic are the lack of classification of training methods in intra-organization training, the insufficient quality of the use of tools in the practice of intra-organization training, as well as the use of tools for evaluating and analyzing training activities. The highlighted aspects allowed us to determine the relevant vectors of the research: the competence of the coach, the systematization of training methods and techniques, the features of the use of the tools, the methodology of the tools for evaluation of training sessions. The most important characteristic of the competence of a corporate coach is the possession of the training technology tools at a high level. The article stands out the main competences of a corporate coach, such as focus on results, effective communication, effective self-presentation, persuasion and influence, confidence and stress resistance, creating a motivating educational environment. The authors pay particular attention to the phenomenon of pedagogical artistry, internal and external conditions of its development. The article introduces the basic training techniques (informational, stimulation, exercises for practical performance of work, group-dynamic exercises) and related training methods into the system. The authors consider the criteria and limitations that a trainer should to take into account when choosing training technology tools. The article introduces distinctions of tools when considering their arsenal (planning tools; direct implementation of the process; control (monitoring), evaluation and analysis of the results; post-training support). The authors indicate the following features of the use of training technology tools in intra-organization training: the formation of target guidelines for each stage of training implementation; determining tasks and the algorithm for training implementation; drawing up a training program; chronological planning of training units; planning of the necessary methodical support of training units; compliance with the principle of training planning based on an iterative model with one or more contours; the use of business and simulation games, exercises and tasks; using multiple studies scenarios for conducting classes; presenting information depending on the features of its perception; taking into account the target audience; taking into account the age characteristics of the audience, etc.

A Comparative Review of Mobile and Non-Mobile Games for Language Learning

Recent studies have increasingly investigated the effectiveness of both mobile and non-mobile digital game-based language learning. To gain an in-depth understanding of the differences in the effectiveness of mobile and non-mobile games, we compared studies from January 2000 to August 2020 investigating mobile game-based language learning (MGBLL) and non-mobile game-based language learning (NMGBLL). Sixty-four articles were analyzed from four aspects: game types, game elements, target languages, and learning outcomes. The results showed that (a) gamification, simulation games, and immersive games were applied most; (b) all games possessed the game elements of goals or rules; (c) the most investigated target languages were English and Chinese; and (d) the most discussed learning outcomes were language acquisition and psychological/affective state. The similarities and differences between MGBLL and NMGBLL were also identified. The current review provides an overview and in-depth analysis of mobile and non-mobile games for language learning, guiding practitioners to select appropriate digital games to cater to specific language teaching goals. Future directions of research are also discussed.