541_Session 9_Games and Simulations in the E-learning environment

1. Define the terms "Game" and "Simulation" as they relate to eLearning.

Horton defines games and simulations allow learners to practice tasks, apply knowledge and infer principles- all while having fun; but it always purposeful. They teach first and have fun second. They provide a complete model of a real-world system or a rapid-fire series of questions to answer. Games and simulations can be individual “Do” activities, tests, whole topics, sprawling lessons or entire lessons.

(Horton)

2. What are the key characteristics of a Simulation?

Simulations immerse learners in a work-related context and let them safely verify that they can perform specific tasks or procedures. Horton explains that demonstrations are not true simulations. In a true simulation, the learner controls the sequences of events. In a true simulation: learners decide and act, learning results from practice and authentic feedback and is useful for both education and training workers, learners operate within a simulated environment, the learner is presented with choices and the learner’s actions have consequences.

(Horton)

3. What are some of the strengths or advantages of Games and Simulations in eLearning?

Horton provided us with a variety of advantages:

·         Learners can make mistakes without suffering permanent consequences, thus allowing learners to explore the consequences of risky behaviors.

·         Encourages learners to pause, reflect and revise, thus providing opportunities to rethink ideas and try alternative approaches.

·         Provide a laboratory where learners can test different hypothesis and strategies to determine which ones would be too risky in the real world.

·         Simplify complex situations by isolating components and variables

·         Give abundant opportunities for practice and feedback- 24X7 hours.

·         Extend and motivate the effects of play in adults.

·         Seduce voluntary learners into taking tests.

He reminds that games cannot themselves teach large amounts of detailed information or replace books, classrooms or other forms of learning.

4. What are some of the weaknesses or disadvantages of Games and Simulations in eLearning?

The cost of development and the time it takes to develop are the main disadvantages of games and simulations in e-learning.

5. Pick a topic and describe a game or a simulation that would be an effective learning activity.

I was thinking about this in relation to my current job as a tutor. And, although I do not work with any students taking biology, that was the topic that first came to my mind.

I chose to select word games- crossword puzzles- as my tool. Word games make learning terminology fun.

1.      Learner clicks on a numbered square (Example: 1 down)

2.      2. A clue/definition pops up

3.      Learners types in the answer

4.      If the answer is correct,(cute animation and sound effects),then the learner selects a new square

5.      If not correct, the learner may either choose a different square and return later, or select a hint (hint button)

a.       The hint button will toggle to another definition, clue, and page number where the term can be found.

Game is completed when crossword puzzle is completely filled in. I also thought about a point process- X number of points for each correct answer on the first attempt, and a deduction for each subsequent attempt. I decided that no timer- I don’t care how long it takes; if they keep looking for the answer (even on the first attempt) they are getting in good study time. Win-Win!

This is a good motivator to get students to read their text books. This will help the learner practice for quizzes, exams and for self-assessment.

This crossword puzzle could also be used as a quiz- or a CFU (check for understanding) following each chapter. As we did in our team project, the CFU’s were given as attendance verification (points).

6.               Describe the development process you would use to create the game or simulation described above.

Not getting into the interface, software, graphics- we are designing the game itself and how learners will utilize it in an e-learning environment (although it is nothing without the interface, software, graphics…)

Make it clear from the beginning – make it clear what the game must accomplish-

            List the goal and individual learning objectives the game must accomplish.

            Emphasize that we are learning, not just playing a game

Specify how the game will motivate and challenge the learner

Provide multiple ways to learn- example: reading, playing game, hints for further studying

Specify the game structure

Assign the learner’s role

Specify the rules of the game

Design a rich, realistic environment

Provide unified challenges

Define indicators of the games state and feedback—the hint button

Specify the details: sketch out the user interface, write the words, specify the graphical style, and specify other media (video, animation, sound effects)

You want to engage the learner- hook the learner’s curiosity immediately. This can be done by forgoing lengthy introductions and statements of objectives. Just get to it! Get them playing as soon as possible and let the game introduce itself.

**Other processes, although not used in my game, include: creating a micro-world, by specifying the game’s world, character’s, storyline and a games back story.