Simulation Games as Tools for Integrative Dynamic Learning: The Case of the Management Course at the University of Algarve

Kikot, Tatiana; Costa, Gonçalo Jorge Morais da; Magalhães, Rui S.; Fernandes, Sílvia

doi:10.1016/j.protcy.2013.12.002

Cited by 13 publications

(30 citation statements)

References 17 publications

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“…The majority of them includes student engagement (Auman, 2011;Hainey et al, 2011;Lin & Tu, 2012;Kikot et al, 2013;Lu et al, 2014;Ke et al, 2015), motivation Liao & Wang, 2011;Costa et al, 2014;Lukosch et al, 2016), and satisfaction (Cvetić et al, 2013;Dzeng, 2014;Lancaster, 2014;Sarabia-Cobo et al, 2016).…”

Section: Affective Outcomesmentioning

confidence: 99%

The effect of games and simulations on higher education: a systematic literature review

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

479

265

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The focus of higher education institutions is the preparation of future professionals. To achieve this aim, innovative teaching methods are often deployed, including games and simulations, which form the subject of this paper. As the field of digital games and simulations is ever maturing, this paper attempts to systematically review the literature relevant to games and simulation pedagogy in higher education. Two researchers collaborate to apply a qualitative method, coding and synthesizing the results using multiple criteria. The main objective is to study the impact of games and simulations with regard to achieving specific learning objectives. On balance, results indicate that games and/or simulations have a positive impact on learning goals. The researchers identify three learning outcomes when integrating games into the learning process: cognitive, behavioural, and affective. As a final step, the authors consolidate evidence for the benefit of academics and practitioners in higher education interested in the efficient use of games and simulations for pedagogical purposes. Such evidence also provides potential options and pathways for future research.

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Section: Affective Outcomesmentioning

confidence: 99%

The effect of games and simulations on higher education: a systematic literature review

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

479

265

View full text Add to dashboard Cite

show abstract

“…boys aged 13-16 (King 2015). Similarly, there was limited focus on tertiary-level education (Barr 2018;Kikot et al 2013;Ahmad et al 2011). One paper dealt with all age groups (A), categorising pedagogical foundations of a number of educational games without focusing on a particular age group or educational level (Kebritchi 2008).…”

Section: Settingmentioning

confidence: 99%

“…Papers mostly utilised settings inside a traditional classroom, per the single-player category (Ucus 2015; Kennedy-Clark 2011; Kikot et al 2013;Ciampa 2017), including integration of games into an existing university module (Kikot et al 2013). A small number of studies (King 2015;Barr 2018;Abrams 2009) took place outside of a school environment, e.g.…”

Section: Settingmentioning

confidence: 99%

“…A small group of papers (Owston 2009;Kebritchi 2008) demonstrate active learning but do not clearly show the usage of any particular sub-techniques-in one instance, this was due to the large volume of games discussed without sufficient detail to identify these (Kebritchi 2008). Problem-based learning was identified in most papers (King 2015;Kim and Yao 2010;Kennedy-Clark 2011;Kikot et al 2013;Ahmad et al 2011;Ciampa 2017;Abrams 2009), e.g. investigation of a pre-designed area and its issues within second life (Ahmad et al 2011).…”

Section: Student-centred Learningmentioning

confidence: 99%

“…Compared to the single-player category, a relatively small number of papers demonstrated deep learning and understanding (Kebritchi 2008;Kikot et al 2013;Abrams 2009). More commonly observed within papers were the principles of increased responsibility and accountability (King 2015;Kim and Yao 2010;Kikot et al 2013;Ciampa 2017), and promoting a sense of autonomy within learners (Kim and Yao 2010;Kennedy-Clark 2011;Kebritchi 2008;Barr 2018;Ahmad et al 2011;Abrams 2009). However, few papers encompassed teacher and learner interdependence (King 2015), mutual respect (Barr 2018) and a reflexive approach to teaching and learning (Barr 2018;Kikot et al 2013;Ciampa 2017), echoing the distribution of coverage identified within the single-player category.…”

Section: Student-centred Learningmentioning

confidence: 99%

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Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

2019

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Student-centred learning forms a major driver behind educational policy and practice in the modern day. With a drive towards embracing the possibilities of technology within the classroom, especially digital video games, it is vital to have an understanding of where such games are delivering and where their potential has yet to be explored. With this in mind, it is important to survey the existing literature to establish the level to which the promise of studentcentred learning is being delivered through digital video games. This study presents a conceptual framework based upon a systematic literature review of developments in studentcentred digital game-based learning, and seeks to establish the extent to which all tenets of student-centred learning and principles of digital game-based learning are embraced within such applications. A thematic analysis identifies the common themes of game and intervention design while integrating and conceptually linking the key concepts of student-centred learning and digital game-based learning. This leads to the development of a conceptual framework allowing classification of the literature according to common themes. Inclusion criteria include the presence of student-centred learning concepts, with a game-based focus including specifically digital video games. Inclusion was limited to papers published since 2007. The literature analysis identifies a number of themes; these were primarily the types of player engagement: single player, mixed and multiplayer, along with principles of game design and the key tenets of student-centred learning. A preponderance of games and interventions utilising single player experiences and focusing on implementing the active learning tenet of studentcentred learning were observed. Areas relating to multiplayer engagements and the social aspects of student-centred learning such as mutual respect receive comparatively less attention in games and research. In order to fully embrace the possibilities offered by student-centred digital game-based learning, it is important not to neglect lessons learned in the development

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Gamification, Serious Games and Simulations: Experiences and Contributions of International Projects in Higher Education

Silva

Mesquita

2020

Smart Innovation, Systems and Technologies

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Simulation Games as Tools for Integrative Dynamic Learning: The Case of the Management Course at the University of Algarve

Cited by 13 publications

References 17 publications

The effect of games and simulations on higher education: a systematic literature review

The effect of games and simulations on higher education: a systematic literature review

Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

Gamification, Serious Games and Simulations: Experiences and Contributions of International Projects in Higher Education

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