Real World Learning: Simulation and Gaming

Lean, Jonathan; Moizer, Jonathan; Derham, Cathrine; Strachan, Lesley; Bhuiyan, Zakirul

doi:10.1007/978-3-030-46951-1_9

Cited by 11 publications

(15 citation statements)

References 60 publications

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“…For facilitating factors of using simulation in business English teaching, these mostly covered oral interaction and presentation in English, expanding their business knowledge and language in simulation and linking with practice and immersion learning. It implies that teacher should optimize the resources in simulation and help learners to overcome the challenges brought from unproductive factors, supporting the findings from Lean et al (2021, p. 203). And these findings offer possible pathways for implementing and evaluating simulation in business English courses.…”

Section: Discussionsupporting

confidence: 62%

“…Therefore, their work calls for such pedagogical innovation as real-world learning, which could cultivate students' employability in the real-world practice context. Under this background, Lean et al (2021) indicate that simulation is one kind of real-world learning pedagogy, which offers a safe environment for students to solve problems and make decisions, with low risks in implementation. Simulation could be ''computer (including various immersion simulation sessions) or non-computer based (role plays)' ' (p. 189).…”

Section: Introductionmentioning

confidence: 99%

“…Simulation could be “computer (including various immersion simulation sessions) or non-computer based (role plays)” (p. 189). The challenges in using simulation in higher education contexts include “the risks of unknown, lack of resources and suitability” in the implementation process (Lean et al, 2021, p. 203).…”

Section: Introductionmentioning

confidence: 99%

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Using Simulation in Business English Courses for China’s English Majors

Xie

2023

SAGE Open

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This study reports on an investigate study about using simulation in business English teaching with 66 English-major advanced learners, using two-stage surveys. This study addresses the three research questions focusing on the needs and challenges, effectiveness and learning outcomes and suggestions for improvement of simulation in business English teaching. The study found that participants most favored employment related simulation and workplace scenarios. They preferred both Chinese and global corporate simulation cases, as well as unique industrial and familiar cases. The lack of language skills, knowledge, thinking skills, practice skills, and mentality could be the challenges for simulation. The majority of the participants agreed that simulation activities were effective and had positive impact. Through simulation, participants could acquire writing skills, corporate and business knowledge, and business vocabulary knowledge. Participants were concerned about the simulation process and the roles to play. Lack of adequate language, knowledge, experience, and social skills, inappropriate grouping and timing could be unproductive factors for simulation. On the other hand, more interactions, presentation, expanded language and knowledge, and linking with practice could be facilitating factors for simulation. For improvement, participants suggested adding more case content and context, having longer preparation time and better grouping, as well as clearer simulation instructions. This study provides empirical evidences for refining the simulation approach in business English courses from China’s English majors’ perspectives. The study has important implications for business English simulation teaching design and implementations in both Chinese and international contexts.

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Section: Discussionsupporting

confidence: 62%

Section: Introductionmentioning

confidence: 99%

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Using Simulation in Business English Courses for China’s English Majors

Xie

2023

SAGE Open

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“…Gerçek hayattaki karakterleriyle özdeşleşme, küresel empati ile de olumlu bir şekilde ilişkilidir. Bu bulgular, simülasyonların küresel öğrenme ve vatandaşlık için önemli eğilimler geliştirebileceği iddialarını desteklemektedir [9,10].…”

Section: Kontrol Ettiğimiz Karakterin Simülasyon Oyuncularına Olan Etunclassified

“…Bu araştırmada da görüldüğü üzere, simülasyon oyunlarının oyuncular üzerinde ciddi olumlu etkileri bulunmaktadır [9,10]. Bu projede, Amastris'in tasarlanan her sahnesinde hikaye oyuncunun, yönlendirdiği karakteri kendisi gibi hissetmesine olanak sağlamaktadır.…”

Section: Kontrol Ettiğimiz Karakterin Simülasyon Oyuncularına Olan Etunclassified

Karadeniz Turizminin Geliştirilmesi Amacıyla Amasra’nın Oyun Tabanlı Dijitalleştirilmesi

Büyüktümtürk¹,

Durmuş²,

Alaybeyoglu³

2021

European Journal of Science and Technology

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Bu çalışmada tarihi Amasra ilçesinin üç boyutlu modeli oluşturulmuştur. Oluşturulan bu model üzerine hikaye tabanlı oyun geliştirilmiştir. Tasarlanan oyunda karakter birinci kişi gözünden Amasra otogarından başlayarak ilçenin kültürel alanlarını ziyaret edebilmektedir. Oyunun kurgusunda karakter ziyaret mekanlarını, tamamlaması gereken görevleri gerçekleştirerek gezebilmektedir. Çalışmada, Amasra'nın turistik mekanları Blender ve Unity'nin açık kaynak olarak sağlamış olduğu modeller kullanılarak dijitalleştirilmiştir. Amasra'nın dijitalleştirilmiş mekanları üzerine kurgulu hikaye tabanlı oyun yardımıyla, Karadeniz'in kültürel mirasının uluslararası turizmine kazandırılması hedeflenmektedir.

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Relative effectiveness of simulation games, blended learning, and interactive multimedia in basic science achievement of varying ability pupils

Adeyele

2024

Educ Inf Technol

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The study determined the relative effectiveness of simulation games, blended learning, and interactive multimedia in enhancing learning outcomes in Basic Science of pupils with varying abilities, with a view to providing information on the most effective strategy for instructing Basic Science among pupils with varying abilities. Children should be exposed to and commence learning science at a young age because science and technology are the dynamic forces behind present socioeconomic progress. The research design employed was a quasi-experimental research design. The experiment was conducted in six schools, and two schools were used as the control group. The analysis used descriptive and inferential statistics. Permission was sought from the Local Government Education Authorities (LGEA) to use the schools in their jurisdictions for the experiment. Participants were given a consent form for their parents. Pseudonyms were used to replace participants’ names. The findings indicate that interactive multimedia is more effective with pupils in mainstream schools, whereas blended learning proves more effective for pupils in special schools. These findings imply that teachers should employ strategies to captivate and maintain attention while teaching Basic Science.

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Real World Learning: Simulation and Gaming

Cited by 11 publications

References 60 publications

Using Simulation in Business English Courses for China’s English Majors

Using Simulation in Business English Courses for China’s English Majors

Karadeniz Turizminin Geliştirilmesi Amacıyla Amasra’nın Oyun Tabanlı Dijitalleştirilmesi

Relative effectiveness of simulation games, blended learning, and interactive multimedia in basic science achievement of varying ability pupils

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