Acting, Knowing, Learning, Simulating, Gaming

where masters and students could exchange experience, share knowledge and embark on their own voyage of discovery. It was a place where apprentices were the active element of the evolution of their knowledge; a place where it was possible to find co-teaching and co-learning at the same time. She brought together masters from different areas of game design, as well as students and professionals and guided them through the learning and game design experience. She put into practice the 2014 conference theme and inspired more than 250 students from more of 30 nations.

Theoretical and Practical Perspectives

The purpose of this chapter is to provide a review of the research literature on the use of gaming and simulation in adult and professional education. The chapter will describe the difference between games and simulation; provide a review of the history of games in adult education; investigate important audience characteristics, including generational differences; examine how games affect motivation; and discuss the application of learning theories and instructional models to game design. The impact of games on learning, especially for those born after 1980, is profound. Games and simulations delivered using a variety of technologies may be an integral part of the educational mix offered by corporate trainers in the near future.

2020

Simulations and games are being used across a variety of subject areas as a means to provide insight into real world situations within a classroom setting; they offer many of the benefits of real world learning but without some of the associated risks and costs. Lean, Moizer, Derham, Strachan and Bhuiyan aim to evaluate the role of simulations and games in real world learning. The nature of simulations and games is discussed with reference to a variety of examples in Higher Education. Their role in real world learning is evaluated with reference to the benefits and challenges of their use for teaching and learning in Higher Education. Three case studies from diverse subject contexts are reported to illustrate the use of simulations and games and some of the associated issues.

Applied System Simulation, 2003

Historically, the use of simulation has been an important aspect of training in some fields (such as aviation). As the cost of computing power decreases simulation is now finding its way into training for other fields. As simulation moves into these other fields, it is increasingly moving away from traditional large hardware systems (e.g., full-motion simulators) to rich virtual environments such as serious games. However, matching the most efficient type and category of simulation to train specific learning needs is a specialized skill and there is a shortage or gap in the training of simulation specialists who can effectively design and employ training simulation. The skills needed by these professionals are presented and a program that has been established to train professionals in developing these required skills is discussed.

Professional and Practice-based Learning, 2022

In today's world, professionals everywhere are facing rapid and massive technical, social, economic and organizational changes. The domain of vocational education and training has been impacted, and it is now facing new challenges, with the expectation that it will promote approaches based on good/evidence-based practices and respond to growing demands for training in nontechnical/transversal/soft skills (e.g., leadership, communication, situation awareness, stress management) and the imperative of improved performances in the short term. Simulation training is a highly rated means to quickly reach very specific professional learning objectives. But often and overall, simulation training programs seem to struggle to obtain satisfying, long-lasting, and measurable outcomes. It might be assumed that the main reason for this is that, in these programs, the complex human factors of performance tend to disintegrate into skills that are "extracted" from work for organizational purposes. Yet, although human factors are much more "manageable" as skills units, it then becomes very difficult to "reunify" the skills units into a balanced professionalism. Nevertheless, dividing professionalism into skills units is an increasingly common way of sequencing what needs to be developed and trained for among professionals. The most common division currently distinguishes the technical skills that relate to a specific type of This is a post-print of the following chapter:

2003

This paper presents a critique of the current teaching practices of Simulation. We challenge the current view of simulation, to the extent that most textbooks' contents will be found to be secondary to the missing necessary primary material. We advocate that (simulation) education has four general objectives, which are to teach students how to learn, how to think creatively, how to problem solve, and how to be professionals. These four objectives of education may not be possible to teach. In the words of Oscar Wilde, "Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught." So an education in simulation requires that students be put into learning situations that enable them to learn the requisite knowledge concerning the four objectives. Who can provide such an education? Universities?

This paper reports on a pilot role-play simulation game at the University of Canberra in Australia. The simulation "Pakistan: Democracy, Development and Human Rights" is intended to give students a choice between work experience placement and playing a role in a simulation. The simulation took place over a whole semester in 2010 and was intended to give students an option to do their work experience in a virtual environment rather than at a work place. Most role playing simulation games that serve educational needs are usually part of a course that is either taught fully online or as a hybrid – part online part face-to-face. At the University of Canberra we have, we believe as a world first, replaced a full work experience course with an online role play simulation. The paper discusses the problem faced by students in finding work experience placement, outlines the design of the simulation, how the design fulfills the objectives of the course, the issues that we encountered during the pilot and the result of the pilot from the student's perspective and the course coordinator.

Proceedings of the 28th Annual International …, 1997

Knowledge grows. Like vegetables in the gardens it needs favourable conditions and the time to grow. Which are the conditions for learning to occur optimally and how do learning processes really occur? In the field of experiential learning, the crucial importance of direct experience for any learning to occur is highlighted.

At the time Gaming: The Future's Language was published, gaming was coming of age. Duke in 1974 announced that, "…the high priests of technology speak only to the high priests of technology". Society was becoming more complex and communication seemed to be a major problem (according to Duke, "God is dead and the citizen … can hardly get a word in edgewise"). Simulation and gaming hinged well between complex models and society; it was predicted to become the future's language of many disciplines. Approaches in educational design pointed towards strategies that immersed individuals in environments where not only specific competences were needed to understand complexity, but also professional/generic competences to be able to deconstruct that complexity. What few seem to have realised so far is that language learning and simulation and gaming have been forerunners for almost half a century in answering many of the pedagogical questions raised regarding the teaching, learning and assessment of competences, and gestalt learning in particular. Simulation and gaming is a language in itself that speaks vertically of specific knowledge, as well as horizontally in stimulating professional competence acquisition. The purpose of this chapter is to step from language learning to professional competences through simulation and gaming, which is a methodology that enables and enhances the acquisition of competences such as working in teams, crosscultural interaction, understanding the ethical responsibility of professionals, efficient negotiations, communicating effectively, understanding global solutions or engaging in lifelong learning. These capacities, skills and attitudes will ultimately lead to learners and practitioners that carry out tasks with the standards of quality required in the working world. In summary, language learning can be said to be, via the language of simulation and gaming, a way to achieve both the linguistic and the professional competences helpful in unraveling tangled scenarios.