In the third part, four attributes of educational simulation games are described: 1 a simulation model of a real or fictitious, simplified and dynamic system ; 2 players in competition or cooperation; 3 rules; and 4 educational character.
In conclusion, a distinction will be made among the three concepts. Offer does not apply to e-Collections and exclusions of select titles may apply. Offer expires June 30, Browse Titles. Add to Cart. Instant access upon order completion. Free Content. More Information. IGI Global. Available In. Marketing Marketing lends itself well to simulation games. Simbound : Digital marketing simulation games. Great Ideas for Teaching Marketing has created a free marketing and positioning simulation game.
This game can be adjusted to the needs of the instructor and includes videos for instructors how to run the game and students how to play the game. Fold It : Online puzzles about protein folding. Clinical Training Elderquest : Video game about pharmacotherapy for geriatric patients. Image Challenge : Collection of images to help identify health conditions. Septris : Web-based game with case scenarios of best practice guidelines for sepsis.
CathSource : Photos and videos demonstrating various cardiac anomalies. Clinical Sense : Role-playing game for physicians that presents difficult clinical scenarios to solve. Prognosis: Your Diagnosis : Simulated clinical cases to test diagnostic ability. Radiology 2. One important variable influencing adoption is the learning goal or goals of the game or simulation. A simulation focusing on development of content knowledge—which is a widely accepted goal in current science education—may be less challenging, but also less transformative, for a teacher to use than a game that engages students in authentic scientific inquiry in a complex virtual environment Dede, b.
The challenges of inquiry teaching and learning were noted earlier in this chapter. At the same time, state science standards and assessments emphasizing science facts encourage teachers to emphasize content knowledge, leaving little time for inquiry. Science teachers who use a game to engage students in inquiry will require extensive support to transform their teaching practices in the face of these challenges.
In a response to Dede, Culp suggests that wider use of simulations and games to enhance learning might best be realized through incremental, evolutionary change, rather than dramatic shifts in teaching and learning approaches. Drawing on three decades of research on the integration of technology into classrooms, Culp argues that adoption of any educational intervention is driven not only by the factors discussed above—the personal capacity of teachers and the institutional capacity of schools and.
In a few cases, private foundations have solicited proposals from learning technology projects that are nearing the end of their federal grants. Foundations have selected the most promising proposals and provided funding to prepare the technologies for large-scale deployment and also to create a business plan. These realities, Culp argues, are often ignored when developers create electronic games for research purposes or to demonstrate proof of concept models.
Culp pointed to technological tools that have been widely adopted in schools, including graphing calculators, probes linked to computers, and electronic whiteboards Roschelle, Patton, and Tatar, Each of these tools is a discrete, freestanding piece of technology designed to address specific challenges or sticking points in learning that teachers are very familiar with.
In addition, each is flexible and adaptable to many different curricular contexts and can be used simply at first and with growing sophistication over time.
Based on this analysis, Culp proposes using the design process to support incremental adoption of simulations and games. Specifically, she advocates designing simulations and games to be discrete, flexible, and adaptable by teachers and including expert teacher perspectives in the design process. In addition, she proposes mobilizing time and support for teachers to explore connections between specific electronic games or simulations and their own unique curriculum and teaching goals.
Songer expressed another perspective, based on 15 years of experience in developing and testing simulation-based learning environments in Detroit Public Schools. She proposes that integration of technology into schools is critical to transform current science education. Instead, she suggests integrating simulations and games into science instruction by following design principles that are, for the most part, identical to the basic design principles for supporting deep science learning more generally.
These general design principles include focusing on a few big ideas in science Linn et al. For example, the Animal Diversity Web designed for adult use has been revised to create an interactive Critter Catalogue that has been shown to support science process skills and understanding, questioning, and development of scientific explanations by fourth through sixth graders 4 Songer, Kelcey, and Gotwals, Students using these environments have demonstrated growth in content understanding as well as complex reasoning.
In addition to the general design principles, Songer identified three instructional design principles that she sees as unique to technology-based learning: 1 engage learners in data gathering, modeling, and sharing; 2 support social construction of knowledge among learners; and 3 engage learners in role playing in her research, students become authorities on the revised data sets.
Songer concluded that simulations are essential to support students in thinking deeply about core science topics. Individuals interact with simulations and games in a variety of different contexts, comprised of interrelated physical, social, cultural, and technological dimensions.
These contexts influence the extent of interaction with simulations and games and whether, and to what extent, these interactions support learning. Conclusion: The context in which a simulation or game is used can significantly shape whether and how participants learn science. Simulations and games have great potential to improve science learning in K and undergraduate science classrooms. Conclusion: Schools offer unique opportunities to embed a game or simulation in a supportive learning environment, to improve equity of access to high-quality learning activities, to individualize learning, and to increase the use of games for science learning.
In K education, inadequate infrastructure, institutional and organizational constraints, and lack of teacher and administrator understanding and. Simulations have been taken up more in higher education than in elementary or secondary education. There are different models of implementing games and simulations in schools.
In an evolutionary model, they can be designed to increase the productivity of learning without dramatic changes to current science teaching approaches. In other models, they can be designed to more dramatically transform science teaching and learning, advancing science process skills as well as conceptual understanding. The more transformative models require greater support for schools and teachers, and they may infuse technology into the whole instructional environment.
Conclusion: There are currently many obstacles to embedding games and simulations in formal learning environments. However, alternative models for incorporating games and simulations in classrooms are beginning to emerge. Science educational standards that include many topics at each grade level pose a constraint to increased use of simulations and games in K science classrooms.
Simulations and games are often designed to support learners in thinking deeply about selected science concepts by engaging them in active investigations, but teachers and administrators may avoid using them because of the pressure to cover all of the topics included in current standards within limited time frames.
Conclusion: Well-designed and widely accepted science standards, focusing on a few core ideas in science, could help to reduce the barriers to wider use of simulations and games posed by current state science standards. Such standards might potentially encourage the use of simulations and games. At a time when scientific and technological competence is vital to the nation's future, the weak performance of U. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential.
Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning.
To explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life.
The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential. Learning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration.
Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website.
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