Benefits of using simulation games

Extracted from "The use of computer and video games for learning: A review of the literature", by Alice Mitchell and Carol Savill-Smith, Learning Skills and Development Agency, 2004

"Simulation games enable engagement in learning activities otherwise too costly to resource or too dangerous, difficult or impractical to implement in the classroom (Berson 1996) as well as those that are hard to accomplish by other means (Thomas R, Cahill J, Santilli L. 1997)". A good simulation game will allow the student to make mistakes, and learn from those mistakes in a realistic environment yet at the same time the player does not have to suffer the consequences of those mistakes as he would in real-life.

"Furthermore, simulation games are flexible and complex enough to cater to different learning styles (Sedigihian 1994; Kirriemuir 2002), for example via the graphics (Berson 1996). They broaden learners' exposure to different people and perspectives (Berson 1996), encourage collaboration and support meaningful post-game discussion (Kirriemuir 2002). They put the learner in the role of decision-maker and push players through ever harder challengers - you learn through trial and error."

"The instant feedback and risk-free environment invite exploration and experimentation, stimulating curiosity, discovery learning and perserverance (Kirriemuir 2002)." Competitive simulation games encourage self-learning - players have more incentive to learn because of the motivation to win.

"Other significant learning benefits of computer simulation games have been found to include use of metacognition and mental models, improved strategic thinking and insight, better psychomotor skills, and development of analytical and spatial skill, iconic skills, visual selective attention, computer skills etc (Pillay et al. 1999; Kirriemuir 2002; Ko 2002; Green and Bavelier 2003).

References

(Berson, 1996)
Effectiveness of computer technology in social studies: a review of the literature. Journal of Research on Computing in Education, 28(4), 486-499.

(Green C and Bavelier D, 2003)
Action video games modifies visual selective attention. Nature, 423, 534-537.

(Kirriemuir 2002)
The relevance of video games and gaming consoles to the higher and further education learning experience. April 2002. Techwatch Report TSW 02.01. At www.jisc.ac.uk/index.cfm?name=techwatch_report_0201,accessed 14 April.

(Ko, 2002)
An empirical analysis of children's thinking and learning using a computer game context. Educational Psychology, 22(2), 219-233.

(Pillay H, Brownlee J, Wilss L,1999)
Cognition and recreational computer games: implications for educational technology. Journal of Research on Computing in Education, 32(1), 203-216.

(Sedighian, 1994)
Playing styles for computer and video games.
In T Ottman and I Tomek(eds) Proceedings of the ED-MEDIA 94 World Conference on Educational Multimedia and Hypermedia.
Panel discussion 'Can electronic games make a positive contribution to the learning of mathematics and science in the imtermediate classroom?'
AACE (Association for Advancement of Computing in Education), Vancouver, Canada, 25-30 June 1994.

(Thomas R, Cahill J, Santilli L. 1997)
Using an interactive computer game to increase skill and self-efficacy regarding safer sex negotiation: field test results. Health Education and Behavior, 24(1), 71-86.