Games, Simulations, and Simulation Games for Learning

ED-MEDIA 2007-World Conference on …, 2007

Based on the hypothesis that inconclusive research results with regard to the impact of games and simulations are linked to the absence of clear concept definitions, a systematic review of the research literature (1998-2007) was undertaken to fill this methodological gap. This paper presents the results of the study, which was led by researchers of the Simulation and Advanced Gaming Environments (SAGE) for Learning project (www.sageforlearning.ca). These results confirm that games and simulations promote structuring of knowledge, development of problem-solving skills, integration of information and development of cooperation, communication, and human relations skills. The Simulation and Advanced Gaming Environments (SAGE) for Learning project (www.sageforlearning.ca) was funded in 2003 for five years by the Social Sciences and Humanities Research Council of Canada. The mission of the SAGE project is to study the impact of new technology games and simulations on learning in the broad domain of health. In March, 2004, researchers in the Conceptual Foundations domain of the SAGE project began a systematic review of research articles (1998-2008) to establish the essential attributes of games and simulations, as well as the impact of games and simulations on the learning process. This paper presents the results of the study of game and simulation impacts on learning. An analysis of 217 articles on the learning impacts of games and simulations shows that they stimulate structuring and assimilation of knowledge, development of problem-solving skills, integration of information and development of cooperation, communication, and human relations skills. However, theses studies also show significant methodology weaknesses and a lack of indicators to estimate the actual effectiveness of games and simulations. We conclude the paper by recommending ways to resolve these methodological problems.

The focus of higher education institutions is the preparation of future professionals. To achieve this aim, innovative teaching methods are often deployed, including games and simulations, which form the subject of this paper. As the field of digital games and simulations is ever maturing, this paper attempts to systematically review the literature relevant to games and simulation pedagogy in higher education. Two researchers collaborate to apply a qualitative method, coding and synthesizing the results using multiple criteria. The main objective is to study the impact of games and simulations with regard to achieving specific learning objectives. On balance, results indicate that games and/or simulations have a positive impact on learning goals. The researchers identify three learning outcomes when integrating games into the learning process: cognitive, behavioural, and affective. As a final step, the authors consolidate evidence for the benefit of academics and practitioners in higher education interested in the efficient use of games and simulations for pedagogical purposes. Such evidence also provides potential options and pathways for future research.

JOURNAL OF …, 2007

Based on the hypothesis that inconclusive research results with regard to the impact of games and simulations are linked to the absence of clear concept definitions, research was undertaken to fill this methodological gap by identifying the essential attributes of games and simulations. This paper first introduces the context for our study. This is followed by a description of the analysis grid used to create a database of the literature, and the methodology employed to conduct our systematic review of this literature. The essential attributes of games and simulations are then described and the distinctions between these two concepts are presented.

Case Studies and Lessons Learned, 2010

This chapter presents a synthesis of the literature (1998-2008) on the efficacy of games and simulations for learning. Based on definitions and sets of essential attributes for games and for simulations, the authors examine the contributions of each to knowledge structuring and the development of problem solving skills. Noting that games and simulations have positive learning outcomes in various situations, the authors present variables to measure the knowledge and skills developed by learners who use games and simulations. This work is intended to contribute to the development of an analytical framework for future studies on the efficacy of games and simulations for learning.

International Journal of Gaming and Computer-Mediated Simulations, 2000

In the context of instructional design and educational research, there remains a vexing question. What is a game? How is it different from simulations? In turn, how is each distinct from virtual worlds? A review of the literature on the use of games for learning reveals either a complete lack of definition by authors or some wide disparities in terms of how each explains the necessary components that make up either a game in general, or an educational game specifically. Without clear definitions to which theorists can use to discuss their myriad learning designs, the findings that emerge from research may not translate effectively into useful discourse because there is no agreement as to whether the original design qualifies as a game or simulation. This paper explores the historical evolution of the definitions of the terms in the fields of philosophy and education and suggests a means by which they may be constructed and dynamically updated.

The Design and Use of Simulation Computer Games in Education (2007) is essential reading for anyone interested in gaming, learning and educational innovation. Packed with empirical research, rigorous analysis and practical insight, this book will seriously change the way you think about games. Shelton and Wiley introduced this volume by sharing their cautiously contagious excitement, clearly stating that their intent is neither to advocate for educational gaming nor to provide a game-design instructional manual. Instead, the series editors sought to ignite pedagogical discussion about the challenges, opportunities, and issues associated with the design and use of simulation computer games. By examining research that is empirical and theoretical (from a field where publications are too often based upon advocacy, opinion, and/or anecdotal hype), this book makes a groundbreaking contribution towards evidencing games-based learning as a rigorous and legitimate scholarly pursuit. While Shelton and Wiley’s approach juxtaposes an eclectic collection of conflicting theories, diverse methodologies, and compelling ideals, integrating them together within one powerful compilation enables this rapidly evolving area of research to mature beyond its current state as a struggling collection of ideas. I will review the breadth of perspectives presented, paying particular attention to thought-provoking insights, questions, and concerns.

Lecture Notes in Computer Science, 2016

The growing popularity of simulations and games invites the production of insights that help academic teachers to use simulations and games in their courses. This article clarifies positive conditions to use simulations and games in tertiary education. Based on a systematic review of literature we tentatively find a positive or neutral relationship between using simulations and games and achieving learning objectives. Also, we find three recurring conditions for successful use of simulations and games: the specificity of the game, the integration in the course, and the role of a guiding instructor. Finally, we express the strong need for a scientific framework to measure effectiveness of simulations and games.

Knowledge management, Interactive …, 2000

This study examines the theoretical analyses and empirical results from research in the area of instructional use of games and simulations. It mainly focuses on approaches taken in designing game(-like) learning environments and distils a list of characteristics of games from the instructional theory. It also tries to find evidence concerning the appropriate learning approaches and measures which can optimise the learning effects of games and simulations. In this analysis we also look at a related instructional methods: the use of case studies, a method that is very common in the training of management techniques. A second analysis that is made in this study concerns solving ill-defined or wicked problems. In the KITS context the knowledge management situations can be characterised as being ill-defined. Both analyses result in a set of requirements for the KITS learning environment. The starting points of the KITS project are shortly introduced in Chapter 1.

The evolution of computer technologies, together with the increasing speed of Internet-based communications, has promoted the use of simulation software and serious games in higher education. These technological and methodological tools can significantly enrich the learning experience in almost any knowledge area. In particular, they will have a significant impact on how the learning process is performed in the so called Science, Technology, Engineering, and Mathematics (STEM) education. This thematic series brings together several articles related to the use of serious games and simulations in higher education. Technological and pedagogical characteristics of these innovative learning tools are explored through this series, alongside their cultural, technological, and/or social contexts. Among others, the selected articles explore topics such as: (i) the benefits of teaching practices, based on the utilisation of games and simulations, for institutions, professors, and students; (ii) the use of video games and apps to increase student engagement, retention, and academic achievement; (iii) the enrichment of simulation-based learning scenarios by the incorporation of the tact-ile experience to the more traditional visual and hearing ones; (iv) the use of adapted virtual learning environments that simulate real-life environments; and (v) the analysis of collaborative intergenerational interaction throughout digital games. In our view, the use of games and simulation in higher education is yet in its early stage, but thanks to the current state of these technological tools and to the high degree of acceptance among the new generations of students and instructors, it seems quite evident to us that their increasing incorporation in higher education systems around the world is just a question of time. A short description of each of the selected articles is provided next: In " The effect of games and simulations on higher education: a systematic literature review " , Vlachopoulos and Makri offer a survey on the use of games and simulations as innovative teaching methods in higher education. They analyze how games and simulations allow instructors to better achieve specific learning objectives. According to their study, these teaching methodologies have a positive impact on cognitive, behavioural, and affective aspects of students during the learning process. Also, the pedagogical benefits for academics and practitioners in higher education are highlighted in this work.

2006

Empirical research on the effects of computer games and simulations, and their value in attaining instructional objectives, are reviewed, as are studies concerning the transfer of capabilities acquired from games and simulations to 'real world' tasks. Results suggest that games and simulations improve a variety of cognitive capabilities. Furthermore, there is evidence for positive transfer from activities required by games and simulations to real world task performance. This transfer appears to depend much more on similarities between cognitive and attention processes than on physical similarities. Attitudes to games were found to be positive. However, the findings suggest that hostility and aggression tend to increase as a result of exposure to games, and school grades may suffer as a result of excessive game playing. Recommendations for the development of games, limits to the generality of findings, concerns about research on games, and recommendations for further research are discussed.