Simulation and games for effective learning outcomes
By: Dhar, Santosh and Dhar, Upinder
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Material type: 
BookPublisher: Indian Journal of Training and Development Description: 50(4), Oct-Dec, 2020: p.60-66.Subject(s): Simulations, Learning, Sustainability, Motivation, Gaming
In:
Indian Journal of Training and DevelopmentSummary: Simulations and games are experiential exercises that transport learners to practical world. The learners apply their knowledge, skills, and strategies in the execution of their assigned roles. It is an ongoing challenge for resource persons to motivate students to change their behaviour, and maintain an interest in learning.Simulation and gaming are consistently being projected as ways to motivate students, support learning and promote positive learning behaviours due to advancement in technology. Cognitive and affective learning outcomes may be successfully generated by simulation and gaming, and may,in turn, affect the development of critical thinking skills of students. Further, the motivation plays a central role in influencing students’ learning outcomes. The game seems to be more effective in influencing the student’s expertise in the subject and their attitudes toward sustainability when the student records a high level of motivation to attend the course and interest in the subject. Over the past 20 years, there have been ongoing academic discussions on the effectiveness of computerbased simulation games in education. On an average, simulations and games have been positively received by management educators and entrepreneurship educators. This positive and welcoming stance aligns with the continued rise of experiential and active learning approaches to education, where students learn by doing and through such practical and applied processes increase their confidence, employability skills, and understanding of the theories of business and entrepreneurship. The present study was undertaken to explore how far the faculty teaching Computer engineering perceived usefulness of simulations and gaming in learning process in their program. – Reproduced
| Item type | Current location | Call number | Vol info | Status | Date due | Barcode |
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Articles
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Indian Institute of Public Administration | 50(4), Oct-Dec, 2020: p.60-66 | Available | AR125440 |
Simulations and games are experiential exercises that transport learners to practical world. The learners apply their knowledge, skills, and strategies in the execution of their assigned roles. It is an ongoing challenge for resource persons to motivate students to change their behaviour, and maintain an interest in learning.Simulation and gaming are consistently being projected as ways to motivate students, support learning and promote positive learning behaviours due to advancement in technology. Cognitive and affective learning outcomes may be successfully generated by simulation and gaming, and may,in turn, affect the development of critical thinking skills of students. Further, the motivation plays a central role in influencing students’ learning outcomes. The game seems to be more effective in influencing the student’s expertise in the subject and their attitudes toward sustainability when the student records a high level of motivation to attend the course and interest in the subject. Over the past 20 years, there have been ongoing academic discussions on the effectiveness of computerbased simulation games in education. On an average, simulations and games have been positively received by management educators and entrepreneurship educators. This positive and welcoming stance aligns with the continued rise of experiential and active learning approaches to education, where students learn by doing and through such practical and applied processes increase their confidence, employability skills, and understanding of the theories of business and entrepreneurship. The present study was undertaken to explore how far the faculty teaching Computer engineering perceived usefulness of simulations and gaming in learning process in their program. – Reproduced
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