Simulations and Gaming

1. Simulations and Gaming Karen Evans-Benson Stephanie Goins & Russell WilsonNorth Carolina State University Raleigh, NC 27695 Why When & How are Simulations and Games Used Tips for Using Games and Simulations Introduction Using Simulations and Games for Performance Based Training The earliest business simulations and games can be traced back to 1932. Mary Birshstein, a teacher at the Leningrad Institute, adopted the idea of war games into a business context. These early simulations were mainly used to train employees on production and distribution processes (Faria, Hutchinson, Wellington & Gold, 2009). Sliberman(2006) is able to provide a more modern definition in which games and simulations in an organizational context are multifaceted and are used to encourage participants to confront their attitudes and values, create performance challenges, test performance and observe behavioral style. There are two types of simulations, operational and conceptual. Operational simulations allow the learner to gain procedural skills on how to operate a system. Meanwhile, conceptual simulations allow the learner to gain more knowledge and skills to help with problem solving (Clark & Mayer, 2008). • Think through instructions for clarity and how you will present it to the group (Silberman, 2010). • If your game or simulation bombs ,“Don’t worry! Remember that a simulation game does not succeed or fail. It just gives data for debriefing. You have interesting data to be discussed during debriefing. Confess that you were flabbergasted by the results and ask for possible explanations” (Thiagi ,2010). http://www.thiagi.com/fac-017.html • Process and debrief games and simulations to ensure highest learning and training transfer (Silberman, 2010; Thiagi 2010a). • Three Questions to Promote Processing • 1. What happened? • 2. So what? • 3. Now what? • Be cognizant of moral dilemmas and ensure the training objectives justify the method. • Effective facilitators are flexible, adaptive, proactive, responsive, and resilient (Thiagi, 2010a). • Modify games and simulations to suit your training needs (Silberman, 2007) • If designing games or simulations, especially with technology, keep these principles in mind: • Utilize Gagne’s Nine events of instruction. • Consider how the game will gain attention or relate to recalling prior knowledge (Atsusi, Appleman, Rieber, Van Eck, 2010). • The simplest reason to implement the use of games and simulations is for students of all ages to be cognitively, physically, and emotionally involved into the game or simulation • Games are used to: • 1. Help enhance the competitive level • 2. Help understand and follow rules • 3. To gain knowledge about specific information. • Games are effective because it provides a strong “instructional environment that is enjoyable AND achieves the learning objectives” (Clark and Mayer 355). This motivational tactic provides challenges, control, curiosity, and fantasy for the learner. • 9 Central Themes for Implementing Games & Simulations • (Listed in order of Frequency) • 1. To bring experience • 2.Instructing participants on strategy • 3.Teaching decision making • 4.Accomplishing course learning outcomes and objectives • 5. Promoting team work • 6. Motivating students • 7. Applying theory in a practical fashion • 8. Involving students (active learning) • 9.Integreating Ideas • (Faria, et. al., 2009). • When using games and simulations Seek to capitalize on the advantages and minimize the disadvantages advantages (Thiagi,2010, Henderson,2005, Corbeil, 2009, Silberman 2006). Theoretical Underpinnings References Bloom, S. (2009, July). Game based learning: using video game design for safety training. Professional Safety, 18-21. Clark, R. C. & Mayer, R. E. (2008). E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning (2nd ed.), san Francisco: John Wiley & Sons, Inc. Corbeil, P. (1999). Learning from the children: Practical and theoretical reflections on playing and learning. Simulation Gaming, 30, 163-179. Faira, A. J., Hutchinson, D., Wellington, W. J., & Gold, S. (2009) Developments in buseiness gaming: a review of the past 40 years. Simulation Gaming, 40(4), 464-487. Garris, R, Ahlers, R, & Driskell, J. E. (2002). Games, motivation and learning: a research and practice model. Simulation Gaming, 33, 441- 466. Henderson, D. (2005). Games: Making learning fun. In M. Oermann & K. Heinrich (Eds.), Strategies for Teaching, Assessment, and Program Planning (165-183). Unknown Location: Nursing Education. Hirumi, A, Appleman, B, Rieber, L, & Van Eck, R. (2010). Tech trends. Preparing instructional designers for game based learning: Part 2, 54(4), 19-37. Morrison, G.R., Ross, S.M., & Kemp, J.E. (2007). Designing effective instruction (5th ed.), New Jersey: John Wiley & Sons, Inc. Musselwhite, (2005). Putting knowledge into practice. News & Tools Leadership,1(4). Silberman, M. (2006). Active training: a handbook of techniques, designs, case examples, and tips (3rd ed.), San Francisco: John Wiley & Sons, Inc. Squire, K. (2005, February). Game-based learning,. (An Xlearn perspective paper). Massie Center Learning Consortium. Thiagi, S. (2010a, October 7). Articles and handouts: secrets of successful facilitators. Retrieved from http://www.thiagi.com/articles-and- handouts.html Thiagi, S. (2010b, October 7). Tips for facilitators. Retrieved from http://www.thiagi.com/articles-and-handouts.html Thiagi, S. (2010c, October 7). How to persuade people that training games produce effective learning. Retrieved from http://www.thiagi.com/fac-027.htm l Example of implementing a game or simulation: Jeopardy Jeopardy challenges the learner’s cognitive thought process, but additionally dives inside their experiences and skills. Jeopardy is a great game for teachers to use with their students when learning foreign languages or going over history terms because it allows the students to be competitive not only with themselves, but others in the classroom.