Games/Simulations

Exploring Games/Simulations

What Are Games/Simulations?

An educational game is a “competitive activity that is creative and enjoyable in its essence, which is bounded by certain rules and requires certain skills” (Akilli, 2007, p. 4). Simulations are much like games but with less structure; “instead of attempting to win the objectives of games, participants in a simulation are executing serious responsibilities with privileges that result in associated consequences” (Gredler, 1996, as cited by Akilli, p. 4).

Why Use Games/Simulations?

Simply put, most games are a fun way to learn. They can make the learning process seem almost invisible and yet produce measurable results. Simulations can also be very engaging, yet they are intended to also be cost-effective, safer means of learning or refining skills and thought processes. 

PLEASE READ This written interview with educator Karl Kapp, by Connie Malamed, provides some interesting insights that may be helpful:

• Games and Simulations

Best Ways to Use Games/Simulations?

Conrad and Donaldson (2004) assert that utilizing games and simulations in online courses can enhance “real-life skills” while making learning fun. For this reason, games and simulations are best used when your course and module objectives call for students to exhibit higher-order cognitive skills (analyze, evaluate, and create).

According to SAGSET, the Society for the Advancement of Games and Simulations in Education and Training:

Simulations and games are teaching and learning methods in which participants are directly involved in making decisions and learning from the outcomes of these. Their active, student centered nature means that they are memorable and highly motivating. They enable the exploration of the complex nature of the real world and interdisciplinary, interacting subjects as well as the more basic needs of understanding, doing and skills practice (as cited by Conrad & Donaldson, 2004, p.93).

Planning for Games/Simulations

Conrad and Donaldson (2004) recommend looking for the following characteristics of games or simulations to effectively use them for educational purposes:

Games

• Tasks that provide an element of engagement, decision-making, and knowledge acquisition from a new perspective

• Activities that challenge and move students to a new level of understanding

• An entertaining approach to obtaining information and sharing it with classmates

Simulations

• Exploration and replication of complex real-life situations, often through the use of role-playing

• A goal of instruction through active involvement

• Opportunity for students to apply new approaches to real-life situations, to resolve challenges or situations

• Opportunity for students to explore new ideas and share their views in a safe environment and without repercussions, to develop critical thinking and problem-solving skills

Designing Activities Using Games/Simulations

Students will need clear directions and guidance as well as the opportunity for reflection. In some cases, you may need to provide a list of items needed for computer setup, such as Flash.

OPTIONAL: Visit either of the following resources to learn more about games and simulations for the online classroom:

• Games and Simulations in Online Learning

  - An eBook edited by Gibson, Aldrich, and Prensky, with essays on a variety of subjects related to the topic

• Learning with Computer Games and Simulations

  -  A Research in Brief article from the CITEd (Center for Implementing Technology in Education) Research Center that provides an overview of research implications and a guide for choosing games and simulations

Creating Activities Using Games/Simulations

Check with your textbook publisher to see if games are available to accompany your text or conduct an Internet search using terms such as “games simulations nursing” to find games that you might use in your course.

References

• Akilli, G. K. (2007). Games and simulations: A new approach in education? In D. Gibson, C. Aldrich, & M. Prensky (Eds.), Games and Simulations in Online Learning, (pp. 1-20). Retrieved from http://boisestate.worldcat.org/oclc/74849281

• CITEd Research Center. (n.d.) Learning with computer games and simulations. Retrieved by http://www.cited.org/index.aspx?page_id=143

• Conrad, R. M., & Donaldson, J. A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco: Jossey-Bass.

• Gibson, D., Aldrich, C., & Prensky, M. (2007). Games and simulations in online learning. Hershey, PA: Information Science Publishing. Retrieved from http://boisestate.worldcat.org/oclc/74849281

• Malamed, C. (2009). Games and simulations.  Retrieved from http://theelearningcoach.com/elearning_design/games-and-simulations/

• World Bank Institute. (2013). Evoke. Retrieved from http://www.urgentevoke.com/

Examples of Games/Simulations

Example

101 Medical Terminology course at Boise State University

Explanation: The example below refers to an external site for which the students must register in order to access information about how to pronounce and understand medical terms. The site provides games using the terms, 3D animation in a hospital environment, audio to hear the words pronounced and options to repeat and record one’s own pronunciation. This site also allows the instructor to view access logs and record quiz scores.

Chapter 01: Structure of Medical Language on Medical Terminology Interactive (MTI) Website

Estimated Time: 90 minutes

(Login password required for this site)

1. Go to the MTI Login page and take the elevator to the floor for this chapter. Explore the activities in the Examination room and the Laboratory. For part of your participation grade, complete the following activities in the Records Room:

   • Medical Language Pronunciation

   • Medical Language Spoken Here

   • Spelling Challenge

   • Learning Module (optional - for additional review)

   • Complete the Chapter Quiz in the Learning Module Quizzes section (located in the menu bar on the left-hand side of the homepage or in the Records Room > Learning Modules) on the MTI website.

   • Review your quiz assessment for the correct answers. You can take the quiz as many times as you would like during the Lesson week. Your final quiz will be automatically recorded.