Examining the pedagogical foundations of modern educational computer games

Kebritchi, Mansureh; Hirumi, Atsusi

doi:10.1016/j.compedu.2008.05.004

Cited by 334 publications

(182 citation statements)

References 28 publications

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“…These objectives can be better achieved through multimedia interfaces, time constraints, information overload (Critical Thinking Training), and visual representations [Sniezek et al, 2001;Kebritchi and Hirumi, 2008]. The use of real data in interaction with a geographical information system is also a good way to ensure the realism of simulations.…”

Section: How To Improve the Virtual Training Environment?mentioning

confidence: 99%

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Training decision-makers: Existing strategies for natural and technological crisis management and specifications of an improved simulation-based tool

et al. 2017

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Serious games and environmental computer-based simulations can be useful training tools for people who have to act in emergencies. Currently, stakeholders who deal with crises have to make decisions under stress, for example in order to mitigate consequences or avoid negative impacts on high-stake elements.Many factors are critical in a training environment for ensuring that effective learning occurs, principally: experience improvement, engagement and immersion, and realism. This paper aims to identify the limits of existing learning systems for emergency stakeholders within a crisis cell and then to propose a set of recommendations in order to specify a system to improve the effectiveness of peoples' actions in case of a major crisis.The development of this approach requires the pooling of information concerning varied and multidisciplinary skills. The paper first focuses on the classical difficulties of crisis management, after which the notion of experience in decision-making is defined. The issue is studied from three points of view: the educational approach, the simulation system, and the training environment.The last section of this paper contributes to establishing a set of enhancements which can lead to the specification of simulation based learning systems for further development. More particularly, we specify the needed characteristics of our learning approach and teaching strategy. Finally, we propose a model with the main steps that have to be implemented in order to design a new learning system: a semi-virtual training environment for strategic crisis management.

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Section: How To Improve the Virtual Training Environment?mentioning

confidence: 99%

“…Nevertheless, they must promote success and explain the failures by factual reasons (particularly during the debriefing), while maintaining a certain distance from the learners. Some of these difficulties seem to be solved by the use of computer-assisted training [Kebritchi and Hirumi, 2008]. …”

Section: Limits Of Existing Environmentsmentioning

confidence: 99%

Training decision-makers: Existing strategies for natural and technological crisis management and specifications of an improved simulation-based tool

et al. 2017

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“…They may have acquired business experience, but many of them have only limited understanding of the operational or technical aspects. Modern educational games are considered to be effective tools in management education, using action instead of explanation to provide an interactive decision-making context (Kebritchi and Hirumi, 2008). A number of authors have suggested the use of simulations game as an innovative pedagogical approach to teach business concepts (Aldrich, 2003;Prensky, 2001;Anderson and Lawton, 2009).…”

Section: Introductionmentioning

confidence: 99%

Using a Simulation Game Approach to Teach Pull and Push Production System Concepts

Boon‐itt¹

2012

EMR

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The main objective when teaching the Production and Operations Management (POM) course is to provide students with the understanding and ability to apply theories and principles to real-world production. However, the teaching of this course is clearly different from some other courses in which students can apply theories to laboratory simulations; for example, the Plant Design course. This paper proposes game simulation for the POM course on production using Pull system and Push system, assuming situations of television production applied from Hongyi Sun's method. The main materials are white paper, color pens, and production order cards. The main purpose was to provide students with a clear and factual visualization of overall production planning systems. The game simulation was tested with students of the POM course in the Industrial Management and Operations Program, Thammasart University. This game simulation study was compared with normal lecturing. It was found that students were mostly satisfied with the simulation and found it to be an interesting approach, providing the opportunity for problem-solving, creating a better understanding of both production-planning principles.

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“…12 Benefits of learning through computer games include the concept that what is learned in games transfers to real life. 13 Computer games allow for reinforcement and mastering of skills and accommodate multiple learning styles and skills, 10 which are difficult to accomplish with traditional instruction. Computer games can also be used to teach hard-to-learn concepts by making them more accessible and engaging.…”

mentioning

confidence: 99%

“…8,9 ''Learning by doing'' uses action instead of explanation, which has been shown to be a more effective way for students to learn. [9][10][11][12] Computer games function as powerful learning environments because they can utilize multisensory, experiential, problem-based learning. 11 This environment prohibits passive engagement and requires active discovery, analysis, and interpretations.…”

mentioning

confidence: 99%

Using a Computer Game to Teach Young Children About Their Brains

Schotland¹,

Littman

2012

Games for Health Journal

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Objective: Neuroscience is often considered too advanced of a subject to teach young children; however, helping children to understand the connection between their body and brain can promote a positive attitude towards proper care of the brain. This study investigated if playing a computer game increased knowledge and interest in the brain compared with more traditional methods of learning. Subjects and Methods: Participants included 169 children, 4-6 years old, attending either preschool or an afterschool program. Comparisons were made among computer game, story, and control groups. Outcomes included knowledge about brain function and interest in learning about the brain. Students were assessed after a single exposure and after multiple exposures to the game. Results: Results indicated that the computer game generated greater knowledge gains and higher levels of interest compared with both the story and control groups. Results were consistent across single exposure and multiple exposure data. Students in the game condition had significantly higher posttest knowledge scores compared with students in both the story (b = -0.40, t 163 = -5.450, P < 0.001) and control condition (b = -0.57, t 163 = -7.812, P < 0.001). For general interest items, students in the game condition reported higher levels of interest compared with the control group (b = -0.24, t 164 = -2.82, P < 0.01). For content-specific interest, students in the game condition reported higher levels compared with the story group (t 109 = 2.05, P < 0.05). Conclusions: This study highlights the potential value computer games play in presenting scientific and healthrelated content about the brain to young children.

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Examining the pedagogical foundations of modern educational computer games

Cited by 334 publications

References 28 publications

Training decision-makers: Existing strategies for natural and technological crisis management and specifications of an improved simulation-based tool

Training decision-makers: Existing strategies for natural and technological crisis management and specifications of an improved simulation-based tool

Using a Simulation Game Approach to Teach Pull and Push Production System Concepts

Using a Computer Game to Teach Young Children About Their Brains

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