Validity of a Simulation Game as a Method for History Teaching

Abstract

The aim of this research is, first, to determine the validity of a simulation game as a method of teaching and an instrument for the development of reasoning and, second, to study the relationship between learning and students’ behavior toward games. The participants were college students in a History of International Relations course, with two groups participating in a simulation game and one serving as a control group. The results show that the experimental groups had higher scores on a test of comprehension and that participants within these two groups who were identified as operating at a level of formal reasoning (as evaluated by an arrangement test) obtained the highest knowledge scores. Learning style was found to be an important variable in explaining motivation toward the game.

It’s a game! Evaluation of a classroom game to enhance learning in an introductory counseling course1

“…These studies have relied on students' reports on the amount they believed they learned compared to their learning in other study formats, such as lecturediscussion sessions. Some investigators ( Andrushchenko & Kislyakov, 1991 ;Corbeil & Laveault, 2011 ) observed that students in game conditions earned higher examination scores than control students. However, game participation did not lead to higher examination scores in other studies ( Neef, et al ., 2011 ;Sadiq, 2011 ;Adams, et al ., 2012 ).…”

A Literature Review of Empirical Research on the Effects of Digital Games on Learning Styles and Multiple Intelligences / Pregled literature o empirijskim istraživanjima o utjecaju digitalnih igara na stilove učenja i višestruke inteligencije

“…Bekebrede et al (2011) explored the effects of playing 23 digital games on a sample of 1,607 Dutch students and confirmed the existence of the relation between learning style and gameplay, primarily through the promotion of active and collaborative learning. Corbeil and Laveault (2008) evaluated the validity of using digital games in history teaching on a sample of 65 students. They stated that the effects of the games were on average as effective as traditional lectures, and that the simulations benefit mostly students that needed help in constructing concrete operational thinking.…”

Juegos de Paz. Elaboración en el Aula de Juegos Históricos Cooperativos

“…Especialmente interesante para nosotras ha sido el proyecto Proceso de Lana, en el que los docentes generaron un juego de tablero sobre la cultura artesanal peruana basándose en la producción artística de Flora Zárate y sus arpilleras, y los alumnos (la mayoría hijos de inmigrantes latinos en EEUU) participaron de una narrativa lúdica basada en el proceso de confección, distribución y venta de textiles artesanales en Perú, mezclando las condiciones históricas con mitos procedentes de la cultura andina, con el fin de generar una conciencia identitaria a través del acto de jugar (Underberg-Goode y Smith, 2018). Lamentablemente se trata de una excepción: las experiencias lúdicas en el aula para el aprendizaje de la historia emplean, por lo general, juegos ya elaborados (Corbeil y Laveault, 2011;Dennis, Smith y Smith, 2004;Kennedy-Clark y Thompson, 2011;McCall, 2016;Mugueta Moreno y Manzano Andrés, 2016;Neville y Shelton, 2010;Squire, 2004).…”