Utilizing a Simulation within an Online School Technology Leadership Course

Strycker, Jesse

doi:10.24059/olj.v20i1.607

Cited by 1 publication

(3 citation statements)

References 16 publications

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“…Nevertheless, one study indicates that the overall positive perception of students depends on the different forms of games (Riemer & Schader, 2015), namely, simulations promote a less positive effect compared to quizzes and adventures. Some other studies diverge further in their findings, indicating either neutral (Rajan et al, 2013;Strycker, 2016;Franciosi, 2016) or negative student attitudes towards the use of games Jiménez-Munguía & Luna-Reyes, 2012). Also, there are limited results on the effect of games on student self-efficacy, with one study demonstrating moderate post-training self-efficacy (Sitzmann, 2011).…”

Section: Discussionmentioning

confidence: 77%

“…Shieh et al's (2010) mixed methodology research reveals that experimental groups show positive attitudes toward an innovative learning environment and outperform the control groups (in conventional classes). Some studies depict either neutral effects (Rajan et al, 2013;Beuk, 2015;Bolliger et al, 2015;Dankbaar et al, 2016;Strycker, 2016) or negative attitudes towards game use in the learning experience (Jiménez-Munguía & Luna-Reyes, 2012). Students experience more anxiety and boredom during conventional courses, which acts as an impediment to acquiring substantial problem-solving skills.…”

Section: Attitudes and Satisfactionmentioning

confidence: 99%

“…There has been an impact evaluation across subject disciplines, such as Computer Science (Strycker, 2016), Engineering (Chaves et al, 2015), Physics (Adams, 2016), Medicine (Dankbaar, 2016), Nursing (Sarabia-Cobo, 2016), Management (Geithner & Menzel, 2016), Political Sciences (Jones & Bursens, 2015), Education (Ke, 2015), Languages (Franciosi, 2016), and Social Sciences (Cózar-Gutiérrez & Sáez-López, 2016).…”

Section: Cognitive Outcomesmentioning

confidence: 99%

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

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

482

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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