Games and Simulation

Games and simulation

Games involve some kind of competition, either of player against, or player against chance or luck. Simulations are abstractions of a real situation, in streamline or miniature versions. Simulations provide roles and rules, after which the players construct their own reality. Games are designed to be won. Simulations are designed to place the players in quasi-realistic roles which stimulate what might happen in real life.

A simulation is a form of experiential learning. Simulations are instructional scenarios where the learner is placed in a "world" defined by the teacher. They represent a reality within which students interact. The teacher controls the parameters of this "world" and uses it to achieve the desired instructional results. Simulations are in way, a lab experiment where the students themselves are the test subjects. They experience the reality of the scenario and gather meaning from it. It is a strategy that fits well with the principles of constructivism.

Simulations promote the use of critical and evaluative thinking. The ambiguous or open ended nature of a simulation encourages students to contemplate the implications of a scenario. The situation feels real and thus leads to more engaging interaction by learners. They are motivating activities enjoyed by students of all ages.

When students use a model of behavior to gain a better understanding of that behavior, they are doing a simulation. For example:

·         When students take on the roles of party delegates to a political convention and run the model convention, they are learning about the election process by simulating a political convention. Students often use simulations to make predictions about the social, economic, or natural world.

CONCEPT OF GAMES AND SIMULATION

·         Simulation can be used to teach theory, assessment and skills.

·         Simulation has been successfully used as a teaching strategy in both critical &formal education.

·         The aviation, transportation & nuclear power industries & the social & behavioral sciences have all used simulation to teach concepts.

·         Learning in adults is most effective when the environment is both participative & interactive.

·         Another important feature is that learners receive immediate feedback.

·         Simulation is an excellent teaching &evaluation method for critical care and also for enhancing &evaluating critical thinking and problem solving.

·         It helps a learner to explore, navigate or obtain more information about that system.

·         Simulation is useful teaching strategy for illustrating a complex & changing situation.

·         In simulation, the learner acts, the simulation reacts, the learner learns from this feedback.

Why Games and Simulation.

·         It is motivating and realistic.

·         It is learner-centered.

·         It enhances cooperation among peers.

·         It develops higher-cognitive skills of all types.

• It develops interpersonal and social skills.
• It promotes psychomotor skills.
• It promotes multi-faceted skills related to real life.
• It enhances the development of values and attitudes in children.

Purpose of Games and simulation

·         Simulation promotes the use of critical and evaluative thinking.

·         They encourage students to contemplate the implication of a scenario.

·         The situation feels real and thus leads to more engaging interaction by learner.

·         Simulation promotes concept attainment through experiential practice.

·         Simulation help student appreciate more deeply the management of the environment, politics, community and culture.

For example:

 By participating in a chocolate distribution activity. The student might gain an understanding of inequity in society.

·         Simulation can reinforce other skills indirectly.

.ADVANTAGES

·         It provides an opportunity to apply learning to new and rewarding situation which allows for new discoveries.

·         Learner becomes active participants in the learning process.

·         Motivation among participations as they act out specific scenario.

·         Discussions are realistic as they focus on observed behaviors.

·         Enjoyable motivating activity.

·         Promote critical thinking.

·         Enhance appreciation of the more subtle aspects of a concept.

·         Self confidence.

DIS-ADVANTAGES

·         Preparation time.

·         Cost can be an issue.

·         Assessment is more complex situations can occur with the learner.

·         Some may feel embarrassed if they are unfamiliar with the problems associated with the simulation exercise.

PRINCIPLES

·         The teacher shall not evaluate the participants’ decisions and moves.

·         The teacher facilitates students understanding and interpretation of rules.

·         The teacher shall encourage participation and help students cope with uncertainty.

·         The teacher shall intervene when required to ensure/facilitate the smooth progress simulation.

PROCEDURAL STEPS

FIRST STAGE: Establishing your objectives

Before you start to think about choosing an exercise, you should be quite clear as to the job that you want the exercise to do. This is best done by asking you the following questions:

·         With whom is the exercise to be used?

·         For what basic purpose?

·         What specific educational objectives or learning outcomes do you want to achieve?

SECOND STAGE: Deciding what type of exercise is to be used.

Once you have established your educational objectives or learning outcomes, you should then give some thought as to what type of exercise you think would be best suited to helping you to achieve these. Specially, you should ask yourself the following questions:

·         What basic type of exercise do you think would be suitable?(a case study? A simulation/game? A role playing simulation?)

·         What format of exercise do you want to use? (A simple manual exercise? A board game?  A computer simulation?)

THIRD STAGE: Choosing a specific exercise

Once you have made your mind about the basic type and format of the exercise that you would like to use, you should then set about the task of seeing whether exercises of the type you want are in fact available, and if so, choosing the one that you feel would be most suitable to meet your needs. The tasks should again be tackled by seeking the answer to a number of questions:

·          Is a suitable exercise is not available (in house), could such an exercise be obtained from an external source?

·         Is an exercise (manual or electronic) of the type you want available (in house) within your own establishment or within any larger organization of which it forms a part? (If it is, get hold of it and use it.)