The Integration of Research Studies on the Use of Simulation as an Instructional Strategy

Dekkers, John; Donatti, Stephen

doi:10.1080/00220671.1981.10885343

Cited by 72 publications

(27 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Finally, simulations often suffer from a lack of connection to other elements of teaching (Dekkers and Donatti 1981). Many games are built as one-off sessions with larger teaching units or modules, and so become 'a bit of fun', without significant explicit or implicit connection to course content.…”

Section: Constructing Effective Simulations Of the Eumentioning

confidence: 99%

Constructing Effective Simulations of the European Union for Teaching: Realising the Potential

Usherwood

2013

Eur Polit Sci

View full text Add to dashboard Cite

Constructing Effective Simulations of the EU ABSTRACTThe use of simulations in European Studies is becoming more widespread, given the possibilities of immersing students in complex issues and building substantive knowledge and affective understanding. We identify a number of barriers to the full realisation of this potential. Drawing on observations from various games, it is suggested that for a successful simulation, there must be: learning objectives clear to all participants; alignment between those objectives, game play and assessment; and a meaningful feedback process.

show abstract

Section: Constructing Effective Simulations Of the Eumentioning

confidence: 99%

Constructing Effective Simulations of the European Union for Teaching: Realising the Potential

Usherwood

2013

Eur Polit Sci

View full text Add to dashboard Cite

show abstract

“…The amount of learning that occurs will generally decrease the longer the game is played, unless it is constantly introducing new concepts or skills [16,10]. While this seems to contradict the previous point that players learn best when they are given freedom to play as much as they need, the main point is that the amount of learning will decrease with time, and so even if a game continues to be engaging and motivating, it may be best to move on to other learning activities.…”

Section: Practical Issuesmentioning

confidence: 99%

Evaluation of games for teaching computer science

Gibson

Bell

2013

Proceedings of the 8th Workshop in Primary and Secondary Computing Education

View full text Add to dashboard Cite

Well-designed educational games (both online and offline) can be a valuable way to engage students with a topic. However, games can also be a time-consuming distraction, so it is useful to be able to identify which are suitable. This paper provides guidelines for evaluating games, and applies them to identify promising games. We begin by defining what is meant by a game, ruling out simple animations or quizzes, and focusing on a more playful approach to education. Based on this definition, we have identified games that are available for teaching topics in computer science, and classified them. We have developed criteria for evaluating games based on existing research on educational games, combined with educational theory and considering them in the context of CS. The criteria developed cover the topics taught, how easy it is to install and run, how engaging the game is, and how much time students might invest to use the game. We find that although there are a number of worthwhile games in the field of CS and most are free, the coverage of topics is very patchy, with most focused on programming concepts and binary numbers.

show abstract

“…They have been used in comparative politics (Kaarbo and Lantis 1997;Shellman 2001;Marsh and Bucy 2002;Switky 2004), international law ( Jefferson 1999;Kille 2002;Ambrosio 2006), ethnic conflict (Ambrosio 2004), Middle East studies (Dougherty 2003;Stover 2005aStover , 2005b, international relations and theory (Newmann and Twigg 2000;Asal 2005;Young 2006), national security (Kanner 2004), international political economy (Hobbs and Moreno 2004;Boyer, Trumbore, andFricke 2006), international organizations (Van Dyke, Declair, andLoedel 2000;McIntosh 2001;Shaw 2004;Switky 2004;Chasek 2005), and international drug policy (Flynn 2000). They permit students to become ''active participants rather than passive observers'' (Mckeachie 1994:163); motivate student learning (Dekkers and Donatti 1981); and present the active experience of international relations (Parente 1995).…”

Section: Simulations and International Studiesmentioning

confidence: 99%

Simulating the Cuban Missile Crisis: Crossing Time and Space in Virtual Reality

Stover

2007

Int Studies Perspectives

View full text Add to dashboard Cite

The Cold War is now ancient history to most university students. They can learn the facts of this period, but the feelings associated with the experience are beyond the scope of social science. Such feelings should be part of teaching and learning about international studies. Instructors can present history and politics, but without an emotional sense of empathy, students will never fully understand the subtle complexity of international affairs. They must be able to view the world from different perspectives, participating in the values, feelings, and perceptions of others. This study describes a computer simulation that allows students to participate in the emotional affect of the Cold War, developing a sense of empathy with decision makers. Part one presents a literature survey and discusses the need for control groups and research replication. Part two describes the simulation. Part three evaluates the results on student learning. A conclusion introduces a means by which instructors can replicate the simulation experience.

show abstract

The Integration of Research Studies on the Use of Simulation as an Instructional Strategy

Cited by 72 publications

References 2 publications

Constructing Effective Simulations of the European Union for Teaching: Realising the Potential

Constructing Effective Simulations of the European Union for Teaching: Realising the Potential

Evaluation of games for teaching computer science

Simulating the Cuban Missile Crisis: Crossing Time and Space in Virtual Reality

Contact Info

Product

Resources

About