Showing papers in "Simulation & Gaming in 2002"
TL;DR: An input-processoutput model of instructional games and learning is presented that elaborates the key features of games that are of interest from an instructional perspective; the game cycle of user judgments, behavior, and feedback that is a hallmark of engagement in game play; and the types of learning outcomes that can be achieved.
Abstract: Although most agree that games can be engaging and that games can be instructive, there is little consensus regarding the essential characteristics of instructional games. Implicit in the research literature is the notion that if we pair instructional content with certain game features, we can harness the power of games to engage users and achieve desired instructional goals. In this article, the authors present an input-process- output model of instructional games and learning that elaborates (a) the key features of games that are of interest from an instructional perspective; (b) the game cycle of user judgments, behavior, and feedback that is a hallmark of engagement in game play; and (c) the types of learning outcomes that can be achieved. The authors discuss the implications of this approach for the design and implementation of effective instruc- tional games.
2,794 citations
TL;DR: The various concepts employed in the literature of simulation evaluation are reviewed and integrating them into a coherent framework from which the evaluative process may proceed in a more systematic manner.
Abstract: Although instructional research on simulation has been around for almost 40 years, validation research has failed to hold itself to a common, scientifically acceptable methodology for evaluating this type of learning environment. Several comprehensive reviews of simulation assessment literature have all concluded that this problem stems from poorly designed studies, a failure to adhere to a generally accepted research taxonomy, and no well-defined constructs with which to assess learning outcomes. This article seeks to address the problem by reviewing the various concepts employed in the literature of simulation evaluation and integrating them into a coherent framework from which the evaluative process may proceed in a more systematic manner.
218 citations
TL;DR: Evaluated computer games or components of the games that would lend themselves for use in an educational setting suggested diverse patterns of preference and use between genders and participants suggested numerous educational applications for common categories of computer games.
Abstract: The purpose of this study was to evaluate computer games or components of the games that would lend themselves for use in an educational setting. Participants included 20 men and 20 women who volunteered to participate. All participants played four randomly assigned computer-based shareware or freeware games from among eight categories. Participants offered numerous suggestions for instructional applications of the noneducational games. Results suggested diverse patterns of preference and use between genders. Participants indicated many key features regarded as essential for an effective gaming environment as well as those that distracted them from play. Trial and error was observed to be the dominant strategy used across all game categories. In addition, participants suggested numerous educational applications for common categories of computer games.
176 citations
TL;DR: A critical and reflective analysis of VR tools and their underlying concepts shows that learner autonomy and VR are in fact an ideal combination for language learning: first, by raising language and linguistic awareness; second, by supporting interaction and collaboration with peers and native speakers; and third, by providing an experimental, learner-centered learning environment.
Abstract: The research area of computer-assisted language learning (CALL) has recently shifted from seeing the computer as a tool or partner to seeing it as a virtual environment where learners can collaborate and interact with a wide variety of native speakers. In addition, CALL has also increasingly benefited from the theoretical framework of learner autonomy, although it has frequently been misunderstood as self-directed learning. In light of these developments, terms such as virtual and environment need to be defined. So far, the large tradition of virtual reality (VR) research and its concepts has largely been neglected in CALL and second language acquisition (SLA) research. However, a critical and reflective analysis of VR tools and their underlying concepts shows that learner autonomy and VR are in fact an ideal combination for language learning: first, by raising language and linguistic awareness; second, by supporting interaction and collaboration with peers and native speakers; and third, by providing an experimental, learner-centered learning environment. The article concludes with a summary of design principles for CALL software.
145 citations
TL;DR: This article investigated the display of "expert" behavior by outstanding video game-playing children in the act of teaching adult "foils" how to play one of two popular home video games.
Abstract: This study investigated the display of “expert” behavior by outstanding video game–playing children. Seven highly proficient, video game–playing, 10-and 11-year-old children were observed in the act of teaching adult “foils” how to play one of two popular home video games. The children were also debriefed after the teaching sessions. Observation and debriefing transcripts were then analyzed for evidence of expert behaviors such as self-monitoring, pattern recognition, principled decision making, qualitative thinking, and superior memory. The findings indicate that outstanding video game–playing children frequently display the characteristics of experts as they are displayed in other domains. Differences in levels of expertise also appear to be present along a continuum from novice to expert. Further study of video game processes may inform educators about the development of expert proficiencies in children.
108 citations
TL;DR: Analysis produced a grounded theory consisting of four attribute categories and associated properties required of a simulation game to make it an effective teaching device in entrepreneurship contexts and, potentially, a basis for developing a quality standard for educational simulation games.
Abstract: A practical teaching difficulty provided the opportunity to turn a problem into a useful case study with generic implications for the pedagogical effectiveness of simulation games in teaching entrepreneurship. Students playing the simulation game submitted written assessments that became the units of analysis for a single-case research project. Analysis produced a grounded theory consisting of four attribute categories and associated properties required of a simulation game to make it an effective teaching device in entrepreneurship contexts. The theory provides at the very least a useful checklist for teachers of entreprenearship and, potentially, a basis for developing a quality standard for educational simulation games.
78 citations
TL;DR: This article describes a computer-assisted language learning (CALL) simulation-based activity for ESL writing using SIM COPTER that makes the concept of audience more accessible by concretizing it.
Abstract: This article describes a computer-assisted language learning (CALL) simulation-based activity for ESL writing using SIM COPTER. Participants have two roles: (a) a pilot who must locate an assigned destination and write directions how to walk there and (b) a visitor who must use another participant's directions to get to an unknown destination. Superficially an exercise in writing simple street directions, the activity requires a serious consideration of audience initially beyond most beginning ESL student writers. The activity makes the concept of audience more accessible by concretizing it. It is argued that ESL texts do not adequately deal with the concept of audience. CALL simulation-based writing activities provide an ideal way to do so in a realistic, communicative way.
34 citations
TL;DR: The contents and structure of the program are introduced, issues such as balance of entertainment and education, and uses of speech recognition technology in language learning simulation are discussed.
Abstract: ZIP & TERRY is a simulation designed for children to learn English as a second language (ESL). This article introduces the contents and structure of the program, discusses issues such as balance of entertainment and education, and uses of speech recognition technology in language learning simulation.
31 citations
TL;DR: In this article, the authors present some preliminary guidelines for software developers and evaluators engaged in their design of interactive participatory dramas, arguing for the use of engaging characters and plots, speech recognition for verbal interaction, the presentation of choice points with consequences for the learners, and the abandonment of the common use of full text prompts that are simply read out loud.
Abstract: Interactive participatory dramas are software applications that engage the users by involving them as a character in a story. Although these dramas have been part of computer-assisted language learning(CALL) for more than a decade, they have not become a widespread genre. However, recent advances in video, graphics, and speech recognition, as well as the spread of interactive participatory dramas in other areas of education and training, make the proliferation of such applications in CALL considerably more likely. As there is presently little in the way of research or agreed-on standards of practice to inform the process of creating participatory dramas, this article offers some preliminary guidelines for software developers and evaluators engaged in their design. Among other points, it argues for the use of engaging characters and plots, the use of speech recognition for verbal interaction, the presentation of choice points with consequences for the learners, and the abandonment of the common use of full text prompts that are simply read out loud. It concludes by observing that most of these language learning considerations are equally relevant for simulations and role plays.
30 citations
TL;DR: Characteristics of successful and unsuccessful discrete event computer simulation projects are investigated, showing that unsuccessful projects are often characterized by high costs, model size constraints, and slow software.
Abstract: This study investigates characteristics of successful and unsuccessful discrete event computer simulation projects. The findings show that unsuccessful projects are often characterized by high cost...
27 citations
TL;DR: In this article, two ways of introducing a business simulation to adult graduate students were compared for their effect on student attitudes toward the simulation, including the importance they placed on doing wel...
Abstract: Two ways of introducing a business simulation to adult graduate students were compared for their effect on student attitudes toward the simulation, including the importance they placed on doing wel...
TL;DR: Although the approach failed to provide enough accuracy to generate satisfactory organization and documentation, the level of motivation, metacognitive awareness, and topic authority point positively toward the technique.
Abstract: This study describes an integrated use of simulation/gaming in an English for Academic Purposes class, analyzes its benefits and drawbacks, and suggests how the technique would apply to other specific contexts. To write an argumentative essay, international students brief and run a simulation on gun control. They respond to a poll, debate, watch a movie, write letters to editors of local newspapers, read, and play bingo. They also debrief by discussing their performance and working with cartoons. Although the approach failed to provide enough accuracy to generate satisfactory organization and documentation, the level of motivation, metacognitive awareness, and topic authority point positively toward the technique. Student writers searched, organized, planned, and executed the knowledge they co-constructed. If there had been more time to debrief other form-focused practice could have further improved the final results.
TL;DR: This article approaches language learning simulations from the standpoint of Piaget’s philosophy by describing a simulation currently used in an English as a second language composition class at Oklahoma State University.
Abstract: This article approaches language learning simulations from the standpoint of Piaget's philosophy, and it is meant to achieve two goals. The first goal is to point to some of the similarities existing between the principles underlying symbolic play and those underlying language learning simulations, and the second is to show that Piaget's ideas are at the core of classroom language learning simulations. The latter goal is fulfilled by describing a simulation currently used in an English as a second language composition class at Oklahoma State University.
TL;DR: A simulation used with computer science students studying English for specific purposes in a technical writing class at a university in Japan showed that the bridge-building simulation was successful in helping students see the purposes of writing a technical proposal and gave students a feel for resolving tasks as a team.
Abstract: This article discusses a simulation used with computer science students studying English for specific purposes in a technical writing class at a university in Japan. In this simulation, students were asked to build a paper bridge as a project team and then asked to write up a technical proposal as a team. Language learning goals focused primarily on a team's ability to write effectively the essential parts of a technical proposal. Success in building the bridge and in the writing process was primarily dependent on a group's ability to work as a team. A debriefing questionnaire showed that the bridge-building simulation was not only successful in helping students see the purposes of writing a technical proposal but also gave students a feel for resolving tasks as a team. Moreover, the task proved to be highly motivating to the students.
TL;DR: In this article, the authors describe how they integrated a semester-long simulation of an academic conference into a composition class for international graduate students at Oklahoma State University and conclude that it was a worthwhile activity and one that is consistent with the goals of the course.
Abstract: This article describes how the authors integrated a semester-long simulation of an academic conference into a composition class for international graduate students at Oklahoma State University. It outlines the various phases of the simulation and shows how each phase was incorporated into the regular activities of the class. It describes the committees that were formed to accomplish the tasks necessary to carry out the simulation and analyzes the advantages and disadvantages of incorporating this type of activity into the curriculum. After attending the conference and examining responses of students who participated in the simulation, the authors conclude that it was a worthwhile activity and one that is consistent with the goals of the course.
TL;DR: The use of lightly controlled games, primarily in classes in game theory, is discussed and their value is considered from the viewpoint of both teaching and experimentation.
Abstract: The use of lightly controlled games, primarily in classes in game theory, is discussed. The value of such games is considered from the viewpoint of both teaching and experimentation.
TL;DR: In this article, the authors argue that it is essential for teachers to experience a simulation before actually implementing it in class, and they describe their unique experience of being both creator and participant of a simulation.
Abstract: In this article, the author reflects on her unique experience of being both creator and participant of a simulation. She argues that it is essential for teachers to experience a simulation before actually implementing it in class.
TL;DR: In this paper, the authors describe a simulation that was used in an English as a second language class designed for Southeast Asian government officials enrolled in English language and Canadian cultural immersion program.
Abstract: The article describes a simulation that was used in an English as a second language class designed for Southeast Asian government officials enrolled in an English language and Canadian cultural immersion program. The two authors are teachers from Canada who were seconded by the Regional English Language Centre in Singapore to teach in the 3-month, intensive English for International Communication Program. The teachers felt that simulations would enable students to integrate language and communication skills with the knowledge that they had gained concerning cultural aspects of Canadian society. This article describes a courtroom simulation and provides information concerning the preparations for the activity, the simulation itself and the students' responses to and perceptions of the activity. A questionnaire was circulated after the simulation, and the results obtained are also discussed. The authors conclude that simulations are a valuable and stimulating language learning tool.
TL;DR: The authors describe the content of the simulations and discuss their effectiveness in addressing some of the key issues in English for academic purposes writing: accessibility of content, comprehension and internalization of source material, and intellectual engagement with the topic.
Abstract: This article discusses the use of a thematically linked set of semester-long simulations in an English for academic purposes composition course. The authors describe the content of the simulations and discuss their effectiveness in addressing some of the key issues in English for academic purposes writing: accessibility of content, comprehension and internalization of source material, and intellectual engagement with the topic.
TL;DR: This paper integrated major outcomes of a simulation-based approach to teaching foreign language and linked it to learners' attainment of strategic competence, according to existing research, curricula inspired by the approach seem to promote favorable conditions for language acquisition.
Abstract: This article integrates major outcomes of a simulation-based approach to teaching foreign language and links it to learners' attainment of strategic competence. According to existing research, curricula inspired by the approach seem to promote favorable conditions for language acquisition. If language teachers design simulations that help learners to assess the characteristics of the language situation, set communicative goals, plan responses, and control the execution of their plans, they help learners to become strategically competent and pave the way to communicative competence.
TL;DR: In this article, the authors explore the introduction of new teacher training methods at the Centre for English Teacher Training (CETT) at the University of Budapest, along with its partner schools.
Abstract: This article explores the introduction of new teacher training methods at the Centre for English Teacher Training (CETT) at the University of Budapest, along with its partner schools. A particular interest has emerged in the use of role-play to make language learning more student centered and interactive, thereby creating a more spontaneous and realistic learning environment that prepares teacher trainees and their students for social interaction via the medium of a foreign language. The article concludes with a summary of main findings about the perception of role-play activity based on in-depth interviews with 10 trainee teachers linked with the CETT program.
TL;DR: The results of statistical analyses suggest that simulations can be used in ESL writing instruction with the confidence that positive student outcomes will be achieved.
Abstract: Although simulations and role-plays have been practiced within the confines of different methods, their effectiveness in sustaining a semester-long course of study burdened with institutional assessment had not been tested. A simulation called GLOBECORP was designed to discover the effects of a course syllabus designed exclusively around the method of simulation on the author's English as a second language (ESL) composition students and their progress as measured by mandated testing. The purpose of the study was to gather empirical evidence on the effectiveness of simulations in ESL writing instruction. The measurements of the experimental simulation group on four research instruments were compared with the measurements of a control group in the study. The results of statistical analyses suggest that simulations can be used in ESL writing instruction with the confidence that positive student outcomes will be achieved.
TL;DR: In this article, a simulation explores instruction that combines role-play with the word play of a fairy tale, "The Three Pigs," in an English as a second language classroom, and two remedial composition classes of graduate students from various disciplines and nationalities participated in a four-session unit that included designing houses that would withstand high gusty winds, pneumatic drills, and explosives.
Abstract: This simulation explores instruction that combines role-play with the word play of a fairy tale, "The Three Pigs," in an English as a second language classroom. Two remedial composition classes of graduate students from various disciplines and nationalities participated in a four-session unit that included designing houses that would withstand high gusty winds, pneumatic drills, and explosives. Debriefing included a discussion of the activity and the rhetorical structure of oral presentations. The students'attitudes and reactions to the use of children's literature and simulations indicate acceptance of playfulness in an academic setting.
TL;DR: Examples given can be applied at the college or high school levels for intermediate to advanced French courses and the author highlights the far-reaching consequences of such initiatives that give a leadership role to foreign language departments.
Abstract: This article highlights the paradigms of interdisciplinary collaboration for language teachers in the context of global or functional simulations. Examples given can be applied at the college or high school levels for intermediate to advanced French courses. The author highlights the far-reaching consequences of such initiatives that give a leadership role to foreign language departments.
TL;DR: In this article, a volume independent model for currency exchange rates in international business gaming simulations is presented that is shown to be stable, simple, and fair based on foreign holdings of money, the model pegs exchange rates to allow for currency speculation.
Abstract: A volume-independent model for currency exchange rates in international business gaming simulations is presented that is shown to be stable, simple, and fair. Based on foreign holdings of money, the model pegs exchange rates to allow for currency speculation. The effects of international trade, deposits, loans, and investments are discussed. Proof is given that the model is self-limiting and risk compensating. An empirical study of the model was conducted with 116 undergraduates participating in an international-business gaming simulation. Results show that in the very long term, currency values of the model move in rough correspondence with monetary theory, and in the short term, a high degree of uncertainty with no repeating pattern is evident. Uncertainty rose with the elapse of time between observations at the rate of about 1% per period. The adequate model is sensitive, capable, stable, simple, and fair.
TL;DR: A strategy-driven, experiential game that was designed to teach the participants the importance of personnel and strategy congruence in entrepreneurial environments, allowing participants to maximize their performance through congruent decision making.
Abstract: This article describes a strategy-driven, experiential game that was designed to teach the participants (e.g., students, entrepreneurs, and business persons) the importance of personnel and strateg...
TL;DR: In this article, the authors present a game that simulates portfolio formation and rebalancing in an environment subject to random influences and the results of decisions made concerning portfolio structure, where classes are broken up into teams with each team developing its own strategy.
Abstract: Instructional objective: This single-period game illustrates the complexities of decision making in a dynamic environment. Game objective: Players participate in a game that simulates portfolio formation and rebalancing. The purpose of the game is to demonstrate how portfolios can be managed in an environment subject to random influences and the results of decisions made concerning portfolio structure. Target audience: Undergraduate students in finance and related areas. Playing time: 30 minutes. Debriefing time: 25 minutes. Number of players: The optimal team size is two or three. Classes are broken up into teams with each team developing its own strategy. Material required: Pens, paper, and the instruction sheet distributed to each team. The instructor needs two dice and tally sheets. Equipment/room setup required: No specialized setup is required.
TL;DR: The authors examines the function of conflict in simulations and questions the necessity of writing roles specifically intended to cause conflict, and the intercultural aspect of simulation writing for the English as a second language classroom and the effects that audience has on a simulation's outcome.
Abstract: This article examines the function of conflict in simulations and questions the necessity of writing roles specifically intended to cause conflict. Also considered is the intercultural aspect of simulation writing for the English as a second language classroom and the effects that audience have on a simulation’s outcome.