Simulation games as educational texts and mediational tools for intercultural learning (original) (raw)
Related papers
Designing and Using Simulations and Games
Oxford Research Encyclopedia of International Studies, 2017
Simulations and games have been used in the international studies classroom for over fifty years, producing a considerable body of literature devoted to their study and evolution. From the earliest use of these techniques in the classroom, instructors have sought to identify and characterize the benefits of these tools for student learning. Scholars note, in particular, the value of simulations and games in achieving specific learning objectives that are not easily conveyed through lecture format. More recent writings have focused on what specific lessons can be conveyed through different types of exercises and have included detailed descriptions or appendices so that others can use these exercises. As simulations and games have become more widely incorporated into the classroom, a growing body of literature has provided instructions on how to custom design simulations to fit instructors’ specific needs. Although initial evaluations of the effectiveness of simulations were methodolo...
Games and simulation in higher education
The evolution of computer technologies, together with the increasing speed of Internet-based communications, has promoted the use of simulation software and serious games in higher education. These technological and methodological tools can significantly enrich the learning experience in almost any knowledge area. In particular, they will have a significant impact on how the learning process is performed in the so called Science, Technology, Engineering, and Mathematics (STEM) education. This thematic series brings together several articles related to the use of serious games and simulations in higher education. Technological and pedagogical characteristics of these innovative learning tools are explored through this series, alongside their cultural, technological, and/or social contexts. Among others, the selected articles explore topics such as: (i) the benefits of teaching practices, based on the utilisation of games and simulations, for institutions, professors, and students; (ii) the use of video games and apps to increase student engagement, retention, and academic achievement; (iii) the enrichment of simulation-based learning scenarios by the incorporation of the tact-ile experience to the more traditional visual and hearing ones; (iv) the use of adapted virtual learning environments that simulate real-life environments; and (v) the analysis of collaborative intergenerational interaction throughout digital games. In our view, the use of games and simulation in higher education is yet in its early stage, but thanks to the current state of these technological tools and to the high degree of acceptance among the new generations of students and instructors, it seems quite evident to us that their increasing incorporation in higher education systems around the world is just a question of time. A short description of each of the selected articles is provided next: In " The effect of games and simulations on higher education: a systematic literature review " , Vlachopoulos and Makri offer a survey on the use of games and simulations as innovative teaching methods in higher education. They analyze how games and simulations allow instructors to better achieve specific learning objectives. According to their study, these teaching methodologies have a positive impact on cognitive, behavioural, and affective aspects of students during the learning process. Also, the pedagogical benefits for academics and practitioners in higher education are highlighted in this work.
Investigating Games and Simulations in Educational Research and Theory
International Journal of Gaming and Computer-Mediated Simulations, 2000
In the context of instructional design and educational research, there remains a vexing question. What is a game? How is it different from simulations? In turn, how is each distinct from virtual worlds? A review of the literature on the use of games for learning reveals either a complete lack of definition by authors or some wide disparities in terms of how each explains the necessary components that make up either a game in general, or an educational game specifically. Without clear definitions to which theorists can use to discuss their myriad learning designs, the findings that emerge from research may not translate effectively into useful discourse because there is no agreement as to whether the original design qualifies as a game or simulation. This paper explores the historical evolution of the definitions of the terms in the fields of philosophy and education and suggests a means by which they may be constructed and dynamically updated.
Intercultural Simulation Games for Management Education in Japan
Managers in Japan are isolated both geographically and psychologically from encountering people from other cultures. This presents a difficulty in acquiring competency in intercultural communication, an increasingly needed skill for corporate internationalization. Undergraduate education in the economics, commerce, and management departments of major universities can play a role in addressing this need. Simulation games, in particular, allow students to both experience meeting another culture in a short time and discover new dimensions of self-awareness, cultural sensitivity and communication skills. This paper justifies the use of simulation in relation to traditional classroom methods, compares five different intercultural simulation games developed for management training in North America and documents a case study of adapting one of these simulation games with a group of international business students in Japan. This simulation, called Bafa Bafa, was tested with fifteen students, aged 19-22, who experienced three hours of learning a simulated culture, visiting another unknown culture, discussing their problems and reflections, and summarizing these through concept mapping. Written participant comments were analyzed by coding sentences according to criteria of the Bennett model of developmental stages of intercultural sensitivity. This content analysis indicated students were able to identify new ways to communicate when rules and language are not explicit and they were forced to learn by trial and error. The process of culture shock was reproduced in the game, revealing the affective aspects of cross-cultural learning.
Journal of International Social Studies, 2019
This study investigated the effect of simulation game instructional strategy on academic performance of students’ in secondary school Social Studies. The quasi-experimental design was employed. Six schools of one hundred and sixteen (116) Upper basic 2 students constituted the study sample. 50-items multiple-choice Social Studies Achievement test (SSAT) was used to collecting data. The SSAT was tested for reliability, and a value of 0.79 was obtained. Means, Standard Deviation, Analysis of Covariance were used to analyse and interpret data obtained. The result of the study showed that simulation games instructional strategy enhanced Social Studies students’ performance; gender did not influence students’ academic performance. Based on the findings, it was recommended among others that; simulation games strategy should be used Social Studies teaching but while doing this, no special attention should be attached to the sex orientation of the students concerned; Social Studies educator...
Conference Education and New Developments 2021, 2021
The paper presents an intercultural serious game 'Experiment D', which was developed in a cooperation between the junior professor of Intercultural Competence (Chemnitz University of Technology) and the chair of Social Work Management (FHD Dresden-University of Applied Sciences). The game was successfully tested and assessed in the summer term 2017 and 2018. The main plot consists of a communicative negotiation and strategic handling of a complex situation at university that involves various stakeholders, both within and without it. The game fosters cultural awareness and self-reflection, appreciation of and a creative approach towards diversity, as well as general communicative, social, and team competences. Since it does not require any specialised prior knowledge, 'Experiment D' potentially addresses students of all disciplines. The participants of the two test sessions were students of the study fields MERGE Technologies for Resource Efficiency (study component "Soft Skills", Faculty of Mechanical Engineering) and Intercultural Communication and Competence (compulsory study component Intercultural Learning, Faculty of Humanities) at the Chemnitz University of Technology. Ethnicity, nationality, first language(s), degree of proficiency in English and German, and academic background were all factors that engendered a highly diverse game setting. Aside from the concept of the game, as well as its methodology and didactics, the paper also discusses the results of its assessment.
Teaching simulation game design: A model, tested in the field
One of biggest challenges in increasing the uptake of simulation games in higher education is the difficulty of learning how to design and run such games. In this paper, a training model is presented that demonstrates the benefits of a mixed method approach, as evidenced by the outcomes of a major research project involving six European countries. The model uses an active-learning approach, whereby users are exposed to a variety of simulation types, both as players and as designers, with additional group discussion deepening individual reflection and confidence. Use is made of a simulation game generator, as well as an asynchronous online simulation, to provide opportunities for users to experience a wide breadth of possibilities within the pedagogy. The benefits and challenges of this approach are considered in light both of general pedagogical theory and of its actual implementation in the EU-funded project, Innovating Teaching and Learning of European Studies (INOTLES). Overall, the paper argues that while teaching simulation game design is not without challenges, it is also possible to provide meaningful support to new users and further stimulus to those who already have some experience. As a result, the approach offers much potential as a means of mainstreaming the use of simulations and in building a culture of active-learning.
The design and use of simulation computer games in education
The Design and Use of Simulation Computer Games in Education, 2007
In taking an empirical approach to the study of games and education���one of research and grounded theory, rather than advocacy���this section describes generally the instructional approach to the design and use of simulation computer games. Depending on the ���school of thought,��� the approaches seem to vary: is the proper perspective to take what we know and practice with traditional instructional design and combine that with game design? Or are there other approaches, separated from traditional instructional design, that may be more ...
Simulation/Games in Social Studies: A Report. SSEC Publication No. 164
1974
This report, third in a series, contains descriptive and analytical information on the use of simulation/games in elementary and secondary social studies classrooms. One hundred and thirteen teachers who are well versed in the use of simulation/games and who use them in their classes were surveyed. Among the findings are the following: (1) the major source of information about simulation/games is from the literature on simulations-principally journal articles and books; (2) teachers implement games based on scheduling needs, rather than on the time demands of the game itself; (3) the placement of games within the general curriculum plan varies from an introduction to a culminating activity; (4) most teachers are satisfied with the games and plan to use them again; (5) in comparison to other teaching methods, games more effectively help students develop desirable attitudes, an integrated and realistic view of the subject matter, and critical thinking ability; (6) games are an effective way to reach nonverbal students, to bring out underachievers, and get greater student involvement; and (7) the most frequently used techniques for evaluating games are observational. It is recommended that teachers explore the possibilities of using simulation/games. One of the greatest needs in the area is for more and better evaluation procedures.
Learning with Games: An Analysis of Social Studies Educational Games and Simulations
1973
Seventy social studies educational games and simulations, designed for K-12th grade, with many applicable to adults, are described and analyzed in the major section of this book. Each of the analyses is divided into eight categories and provides an overview of tAAe game; a description of the physical qualities and cost of the materials; suggested time required to play the game; intended user characteristics; rationale and general objectives; basic concepts, generalizations, trends, themes, or simulated situations which are the basis for the content of the materials; procedural activities and responsibilities of students an teachers; and evaluative comments. Arrangement of the analysis is alphabetically by game title. Games are cross referenced by developer, grade level, publisher, subject area and miscellaneous. In addition to the analyses the book contains: 1) an extensive list of sources and resources on the development and use of educational games including an annotated bibliography of books on simulation design and use, listings of game bibliographies and directories, various developers in the field of social studies, and several newsletters t-Major work on the compilation and editing of Learning with Games was done by Cheryl L. Charles and Ronald Stadsklev. Charles is currently Social Science Chairman at Trevor G. Browne High School, Phoenix, Arizona. As a former Staff Associate with the SSEC, she did the major editorial work on the Data Book and its Supplements. In her capacity as editor, Charles has participated in a majority of the simulations analyzed for the Data Book. She has written a number of the analyses and assisted in the compilation of the Sources and Resources section of this book. Ronald Stadsklev, former Teacher Associate with the SSEC, has been deeply involved in the implementation and use of social studies games and simulations for some time. He has conducted many workshops for teachers on the use of simulations in the classroom and has tested many simulations in his own classes at Concordia Teachers College, Seward, Nebraska. Stadsklev is a contributing editor to Simulation/Gaming/News. He has assisted SSEC by identifying games to be analyzed for the Data Book and by writing many of the analyses. In addition, he compiled the Abbreviated Games and Simulations Guide. Besides Stadsklev and Charles, the following people have written analyses of games and simulations: