Module 5: Webliography

Simulations and Games in e-Learning

Ruth Clark and Richard Mayer make an excellent team combining backgrounds of learning research with multimedia research and have developed a bit of research on their areas of expertise. It is from their book, E Learning and the Science of Instruction’s fifteenth chapter that provides the background for this discussion on the use of simulations and games within an online learning environment.  Clark and Mayer (2008) preface their discussion by stating that there is more that we do not know about simulations and games than we do know; however, there are certain conclusions that can be drawn based on related application of skills and methods. They continue by defining games as (1) a competitive activity with a challenge to achieve a goal;(2) a set of rules and constraints; (3) a specific context. Simulations are defined as real world working model environments.  We begin with some questions, will games and simulations replace step-by-step learning and books? What is the evidence that such a thing might happen?

Summary

 The topic begins with an argument that younger learners or, digital natives, will benefit from online coursework designed to be game-like.  Issenburg, McGaghie, Petrusa, Gordon, and Scalese (2005) report that research studies on nearly 400 medical real-world simulation exercises were published in a four year period. Add to that the 2006 Learning Guild conference included over 12% of the presentations were game based.  Compare that to the 2011 conference where gaming presentations earned their own non-exhaustive category. Proponents site the popularity of games not only as an indication of pastime activity but also how the digital natives’ brains are programmed to work with information in a way Prensky (2001) described as twitch speed processing. Prinsky continues with two other points. He adds that digital natives thrive in high learner control, and in highly visual environments.

A second question is offered asking whether or not games and simulations teach.  This is where the strength of Clarke and Mayer shines. They report on a literature review of Gosen and Washbush (2004) that of 155 studies reviewed, not one met the criteria for sound research to make any sound conclusions.  They cite three more literature reviews with similar results.  What they found in support of game style learning is:

• The activity’s goals, feedback, and interfaces in simulation play must align with instructional outcomes.

•Instructional objectives must be integrated into game storyline so that learning is essential to progress

•Guidance, structure and focused goals are critical- no discovery learning

•Promote reflection on correct answers

•Manage the complexity – simple to complex with easy interface control and fading (total example to on your own) techniques provide stepped challenge.

There is still quite a bit not known about games and learning – cost/benefit, who prefers games, effective interfaces and how much interactivity are a few unknowns.

To answer the questions, it is determined that if a child is raised on games, it does not equate to more effective learning.  Can students learn with games? The answer is that if games can be designed with known effective methods it is certainly possible.

Reflection

            

The thirty-two-page reading was interesting as it provided more questions than answers. The reader familiar with other chapters in the text understands the media principles and cognitive load principles that would also apply to games and simulations as with any media. The first question, about replacing books does not seem to be answered directly but on a more assumption that it would be difficult to establish all objectives in game activities within a course and thus, the need for reading would still be necessary.  In the chapter it is mentioned that about 62% of all gamers are male and the average age is thirty-three with 25% over fifty! I am not sure that taking a format like gaming, which is an entertainment activity, can be used to teach objective skills and still be motivating. There may be a few possibilities but not in a widespread manner.

           

Naturally it is exciting to think of gaming your way through college or a course but it seems too unrealistic.  Perhaps an activity or two would be great. The process of learning has merit that may not be able to be duplicated in a game.  While I may be able to fly to the library in second life, I still need to be able to know how to access it through LU’s website! It sounds like a lot of extra work to me! 

Clark, R. & Mayer, R. (2008). E-Learning and the Science of Instruction (2^nd ed.). John Wiley & Sons: Pfeiffer.

Gosen, J., Washbush, J. (2004). A review of scholarship on assessing experiential learning material. Simulation and Gaming, 35(2), 270-293.

Issenberg, S., McGaghie, C., Petrusa, E., Gordon, D. & Scalese, R. (2005). Features and uses of high fidelity medical simulations that lead to effective learning: A BEME systematic review. Medical Teacher, 27(1), 10-29.