Akilli (2007: 4) defines a simulation “as an interactive abstraction or simplification of some real life … or any attempt to imitate a real or imaginary environment or system”.
Although a substantial body of literature accumulated about simulations, Akilli (2007: 5) observes that it is still vague if games and/or simulations influence the learning of students in a positive way. Some literature does, however, describe the effects on:
- Discovery learning strategies
- Problem solving skills
- Computer usage skills
- Intellectual, visual and motor skills of students
- The engagement and interactivity of students
- Motivation to take responsibility for own learning
Evidence suggests, according to Akilli (2007: 6) “the use of games as instructional tools” in 3000 B.C. in China. Despite re-entry of use in the educational context in 1950s; games and simulations only became part of formal instructional design in the 1970s. However, it is reported that instructional designers encounter two problems:
- Absence of available comprehensive design paradigms — addressed through the publication referenced
- Lack of well-designed research findings — existing are mainly perceived reactions of students
Akilli, GK. 2007. Games and simulations: a new approach in education? In D Gibson; C Aldrich & M Prensky. 2007. Games and simulations in online learning: research and development frameworks (pp 1 – 20). Hershey: Information Science Publishing.
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