The WEBSIM FISHBANKS Simulation Laboratory: Analysis of its Ripple Effects

Amaral, João Alberto Arantes do; Hess, Aurélio

doi:10.12973/iji.2018.11225a

Cited by 3 publications

(3 citation statements)

References 27 publications

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“…Using simulation as a learning medium has advantages, such as being more flexible and reproducible if students want to learn outside of school (Ding & Gao, 2022;Karadogan et al, 2010;Ma, 2021). It is interesting to know that a simulation approach with multimedia can increase student motivation (Agyei & Agyei, 2021; Arantes do Amaral & Hess, 2018;Cromley & Lawrence, 2018). Thus, teachers must be able to use simulation multimedia to improve student practical learning outcomes and ensure that learning objectives are met optimally.…”

Section: Discussionmentioning

confidence: 99%

“…The use of simulation-based learning helps students learn concepts more clearly and efficiently (De Jong & Van Joolingen, 1998). Simulations that are integrated with learning multimedia can help the learning process and motivate students to increase their knowledge (Arantes do Amaral & Hess, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…The number of integrations of simulation model integrations with learning media as virtual laboratories (Arantes do Amaral & Hess, 2018;Siahaan et al, 2021) increased significantly during the pandemic. Various studies have identified the impact of using virtual facilitation for practical learning.…”

Section: Introductionmentioning

confidence: 99%

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Simulation-based interactive multimedia to improve vocational students' learning outcomes

Wibawanto

Roemintoyo

Rejekiningsih

2022

WJET

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Learning media supporting practical learning in vocational high school (VHS) is urgent during the COVID-19 pandemic. All VHS competencies, including land surveying techniques, cannot support students with the existing online learning facilities. This study explained the development and impact of using multimedia simulation on the learning outcomes of VHS students. The Alessi and Trollip development model with planning, design, and development phases were used to create the multimedia simulation. The participants in this research included teachers, students, material experts, and media experts. The pre-test and post-test of practical learning outcomes, as well as questionnaires, are selected to collect research data. The results based on the experts’ and teachers’ validation, and students’ assessment indicated that the multimedia simulation was 'feasible' to be used in practical learning. Based on students’ post-test results, the average score in the experimental class increased more than the average score in the control class. These findings suggested that learning land surveying techniques using multimedia simulation is more effective than classes without using multimedia simulation. Teachers and educational researchers might use this study as an example for creating learning materials to raise the standard of instruction in VHSs. Keywords: multimedia, simulation, learning outcomes, practical learning, vocational

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Simulation-based interactive multimedia to improve vocational students' learning outcomes

Wibawanto

Roemintoyo

Rejekiningsih

2022

WJET

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Ethics and the Simulation Facilitator: Taking your Professional Role Seriously

Heeswijk

2021

Simulation & Gaming

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Background: When selecting, managing, and debriefing simulations, facilitators wishing to maintain appropriate standards, face demanding ethical challenges especially in learning contexts. Aim: This article considers why facilitators need to attend to ethical issues in facilitating simulation games. Issues examined include the influence of complexity in socio-technical system simulation games, perceptions of both facilitator and participants’ behaviors by including belief systems. Intervention: A multidisciplinary integrative view of ethical facilitation from a reflective perspective has been used in this article. Method: Literature, interviews and case descriptions were employed to examine what might constitute ethical facilitation. Results: A three layered framework of perspectives on ethical facilitation is proposed and two case study examples are used to describe its application. Further research is being conducted on facilitator tools for dealing with ethical issues. Conclusions: While ethical facilitation is undoubtedly complex, tangible perspectives with scientific foundations can be established and applied on the continuum of open and closed simulation games.

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How to Bring About Change – A Literature Review About Education and Learning Activities for Sustainable Development

Algurén

2021

Discourse and Communication for Sustainable Education

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Sustainable development and transformational change have become more critical than ever in the era of climate change. The aim of this literature review was to increase knowledge on education and learning activities (ELAs), along with the learning outcomes they address, in the context of higher education for sustainable development (SD) with UNESCO’s eight core competencies for SD as a starting point. The search was conducted in two educational databases, Education Research Complete and the Education Resource Information Center. 153 articles were identified, of which 16 remained after reviewing for inclusion and exclusion criteria. Education and learning activities in ESD were grounded in discussions, reflections and interdisciplinarity by using participatory teaching methods, such as problem-based or experiential learning. Commonly enhanced learning outcomes were knowledge, attitude and collaboration competencies, as well as critical and system thinking. Self-awareness and behavior change, however, were less frequently achieved and the studies addressing behavior frequently recognized inertia to behavior change, despite transferred attitudes and increased knowledge. Although UNESCO outlined behavioral learning objectives as particularly important for ESD, the present review revealed that these had hardly been reached by the used ELA. The paper discusses the complexity of behavior change and proposes an ethics-led and whole-institution approach to tackle some challenges for behavioral action and social activity. There is a need for new educational and learning activities, which have greater transformational potential, by acknowledging the complexity of behavior change.

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The WEBSIM FISHBANKS Simulation Laboratory: Analysis of its Ripple Effects

Cited by 3 publications

References 27 publications

Simulation-based interactive multimedia to improve vocational students' learning outcomes

Simulation-based interactive multimedia to improve vocational students' learning outcomes

Ethics and the Simulation Facilitator: Taking your Professional Role Seriously

How to Bring About Change – A Literature Review About Education and Learning Activities for Sustainable Development

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