Classroom games and simulations

Cruickshank, Donald R.; A.Telfer, Ross

doi:10.1080/00405848009542875

Cited by 70 publications

(35 citation statements)

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“…Games have been defined as competitive interactions bound by rules to achieve specified goals [22]. Because many students enjoy games one might ask if appropriate games could be combined with instruction to enhance learning.…”

Section: Gaming Techniques and Group Processmentioning

confidence: 99%

Gaming techniques to improve the team‐formation process

Butterfield

Pendegraft

1996

Team Performance Management: An International Journal

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Section: Gaming Techniques and Group Processmentioning

confidence: 99%

Gaming techniques to improve the team‐formation process

Butterfield

Pendegraft

1996

Team Performance Management: An International Journal

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“…195 In addition, games may promote the transfer of learning. In fact, they demand student engagement and dynamic participation using the curriculum material in full context, and therefore, they promote transfer (Cruickshank & Telfer, 2001). When the student has the chance to apply the material, such as in a game, it can delete the gap between learning ideas given in a classroom and using that data to figure out a dilemma outside the school.…”

Section: Da Vid Publishing D the Impact Of Using Electronic Games On mentioning

confidence: 99%

Untitled

2016

UCFL

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The aim of this study is to investigate the impact of using electronic games on teaching English vocabulary to kindergarten students to find out if these selected games could facilitate the competences of English language learners. To accomplish the goal of the study, a pre-and post-test was conducted in order to measure the level of the students in English. The sample of the study consisted of 100 kindergarten students in private kindergartens in Irbid during the first semester 2016-2017 and was given out into four parties, which were chosen purposefully: two experimental and two control groups. The results of the study indicated that there were statistically significant differences in the post-test between the control and the experimental groups in favor of the experimental group.Furthermore, there were no statistically significant differences in the achievement of the students due to gender or to the interaction between group and gender.

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“…Researchers identify two types of academic games: simulation games and non-simulation games [4]. Simulation game is the one in which participants are provided with a simulated environment in which to play.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Simulation game is the one in which participants are provided with a simulated environment in which to play. These games are meant to provide students with insight into the process or event from the real world which is being simulated [4]. It is the use of simulation games which holds the most promise as a truly dynamic educational tool [18].…”

Section: Literature Reviewmentioning

confidence: 99%

Business Education: Developing Professional Competences through Gaming

Sedelnikova¹,

Emelyanova²

2014

Proceedings of the 2014 International Conference on Education Reform and Modern Management

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Abstract-The new paradigm in education requires new attitudes and approaches to teaching and learning practices. There is a need for more interactive technologies which will put learners in the centre of attention. The aim of this paper is to study the impact of gaming on the learning process as well as learning outcomes in business education. Students are put in a simulated business environment through a real-time business game specially designed to help develop competences relevant to the world of work. The game is based on imitation of the future business processes of manufacturing bulldozers and supply chain management in a manufacturing company.Analysis of students' opinions in the form of interviews is carried out. Participants find the game challenging and exciting, Analysis of students' opinions reveals their increased motivation and involvement.The game helps develop business-related as well as entrepreneurial competences (goal setting, decision making, teamwork etc.) relevant to the world of work. Some disadvantages of the game are also revealed.

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Classroom games and simulations

Cited by 70 publications

References 0 publications

Gaming techniques to improve the team‐formation process

Gaming techniques to improve the team‐formation process

Untitled

Business Education: Developing Professional Competences through Gaming

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