1. Using games and simulations for supporting learning Presenter: Hsiao-lan Lee Professor: Ming-Puu Chen Date: 03 / 09 / 2009 de Freitas, S. I. (2006). Using Games and Simulations for Supporting Learning. Learning, Media & Technology, 31(4), 343-358.

2. Introduction (1/2) Discovery or exploratory learning –support meta-reflection and higher-level cognition (Green & Bavelier, 2003; de Freitas & Levene, 2004) The definition of games: –a voluntary activity, separate from the real life, creating an imaginary or immersive world The definition of simulations : –representations of real-world systems with rules and strategies allowing activity to take place flexibly and with variable conditions (Garris et al., 2002) Interactive simulations and educational computer games –support learning through experience –engage new groups of learners –support learning construction –aid in the development of skills-based learning

3. Introduction (2/2) Exploratory learning is commonplace with the use of games, simulations and other immersive experience-based learning. –Serious games aim to support learning allowing for connections to be made between virtual and lived experiences. –Kolb’s experiential learning is circular and relies solely upon actual experience (Kolb, 1984). There is still a lack of cohesion on the key issue of the effectiveness of learning with games. 1.the lack of correlation between the games world and the real world  hence inhibit learners’ learning 2.learner expectation and their association of game-play within informal contexts

4. Methodology The study aimed to evaluate and assess beliefs and perceptions about the use of games and simulations in educational and training contexts. –use the grounded theory approach –three methods: surveys, semi-structured interviews and workshop activities Three main user groups: 1.tutors of ICT skills and other courses using simulation and game- based tools 2.learners on ICT skills courses and further education learners studying Advanced Level physics 3.experts: educationalists, e-learning specialists, games specialists, industrial-based games producers and developers

5. Findings (1/2) Findings from the survey: 1.Participation: 24%: every day, 62%: once a week, 10%: once a month 2.Location: 86%: in the classroom, 17%: at home, 24%: in IT centers 3.Study condition: 35%: studying alone, 61%: studying with other students, 42%: studying alone and in groups 4.Subjective view: 93%: more fun, 85%: help understand more difficult ideas, 78%: improved attention, 73%: feel more confident  more engaged by games and simulations tend to enjoy using games and simulations for learning

6. Findings (2/2) Discussion of findings from the consultation 1.Whether in educational contexts games and simulations were converging lead to more integrated use in formal and informal adult learning contexts migration between pedagogic theories and approaches between associative, cognitive and situative perspectives 2.How best to select and integrate them most effectively into learning advocate the use of simulations and games for problem-based learning (1) increase motivational levels for learners (2) increase learner completion rates through engagement and enjoyment (3) potential for widening participation to new learners (4) use of collaborative learning (5) efficacy of learning through experience

7. Key issues (1/5) Increase motivation levels for learners 1.Motivation has been posited as a key strength. 2.Games-based learning content engenders higher confidence levels. feel engaged where having control over how long learning took place feel satisfied when achieving the goals set 3.A key challenge for using games effectively lies in providing close links between the game-play and the learning objectives and outcomes.  Games are often not effective in achieving their broader learning outcomes.

8. Key issues (2/5) Increase learner completion rates through engagement and enjoyment 1.Learner retention could be improved through the introduction of simulations and games. 2.Increased motivation and retention were positive may be partly attributable to the learner’s positive association of learning through play. 3.Some learners felt that all learning should be fun.  how they continued to respond to more text-based learning 4.There is potential for educational simulations and games to engage new learner groups due to the more visual and interactive component that appeals to multiple intelligences (Gardner, 1983).  good for visual/kinaesthetic learners

9. Key issues (3/5) Potential for widening participation 1.It’ s potential to widen participation to new learner groups who have previously been excluded due to language and writing difficulties.  learners with attention deficit syndrome 2.The perception of the appeal of games is often falsely predicated upon the notion that games are only played by young people.  Games and simulations for learning have greater appeal to wider age ranges.

10. Key issues (4/5) Use of collaborative learning 1.Increased levels of fun are supported by the use of games and simulations in classrooms where learners are learning in groups. 1)support peer or collaborative learning 2)help to reinforce learning outcomes 3)demonstrate difficult concepts 2.There was not much reference to how simulations and games could be used to support collaborative learning.

11. Key issues (5/5) Efficacy of learning through experience 1.Some evidence to suggest that use of simulations accelerates learning times. 1)Attention spans are improved.  explain why learning through experience and in an exploratory mode may be more engaging 2)Games in educational contexts do aim to connect between the game world and reality.  easier for the learner to make connections between the two 3)Provide that the learner has an opportunity to consider before and after the games session what the learning objectives are.  facilitate opportunities for meta-cognition and reflection 2.There was a perception from the tutors that games and simulation helped learners to understand very complex concepts more easily.

12. Conclusions This is important for two main reasons: 1.It sets an agenda for research to explore if there is evidence to support any of these. 2.It sets an agenda for training/dissemination to challenge the misperceptions tutors and others (including policy makers) hold. Media-driven debates around leisure games focusing on addiction and violence may affect the willingness of tutors to adopt games. The convergence would necessitate greater opportunities –support exploratory learning in and between formal and informal contexts –allow for perceptions about games as learning tools to change sufficiently to support practitioners attempting to use them to engage and excite their learners.