The use of games and simulation in the teaching process is known as experiential learning. It’s a unique learning method used to challenge the IQ of students. Here, students learn through playing a game or scenario-based environments introduced by the instructor.
Experiential learning is a form of high-order learning; it improves critical thinking abilities and self-enabled activities. According to Hakeem (2001), students involved with experiential learning have a greater understanding capacity than traditional learning environments.
Learning through simulation involves the ability of students to learn from each other and instructional scenarios without learning directly from the teacher. On the other hand, using games is an active learning strategy where students engage in the same activities, either win or lose. These are non-conventional teaching models that are more effective than traditional teaching. Therefore, implementing games and simulations into learning is a helpful strategy that impacts students’ learning ability.
How Do Games and Simulation Engage Students?
Students’ attention and participation during teaching are essential for understanding, and this is achieved when teachers enhance learning using either games or simulation. Teaching with either of the two does not only improve the student’s academic abilities. Their social skills are also impacted because these learning models require effective interaction.
Indeed, gaming or simulation does not involve only having fun with students. They involve activities strategically fixed into learning to improve students’ learning skills. It’s easier for the mind to memorize what it can visualize; this is what these learning strategies do for students.
To practice using games and simulation in schools, teachers and instructors do not just have to implement it into learning. It has to be well-planned and properly integrated within a learning setting where it’ll be helpful to teach students in that particular subject. Instead of seeing them as the whole solution to learning, considering them as a learning band-aid is essential to improve students’ knowledge.
Implementing Games and Simulations Into Learning
While we understand games and simulations and how they work within any learning structure, knowing how to implement them into learning is essential as well.
Just like students having issues with a particular material can seek custom dissertation writing service, teachers can offer gaming and simulation instead as a form of educational help. This is particularly helpful for teachers finding it challenging to engage their students. They can use these strategies to implement games and simulations to improve students’ performance and knowledge. The strategies are divided into three major stages:
1. Preparation Stage
Teachers cannot comfortably decide to add games or simulations into their learning pack. Before such a decision, there has to have been some preparation. Preparation for implementation also varies depending on the simulation or game’s need and complexity. At the preparatory stage, things to be considered are:
- How is the chosen game or simulation tied to the learning goal?
- The need for a trial to determine how they can improve students’ ability before introducing it to them.
- The school system’s approval of the chosen game or simulation exercise before it can be introduced.
- Teachers have to blend the game or simulation with other teaching techniques to improve knowledge.
- Teachers and instructors have to look into the possible ways the game or simulation might go wrong during learning.
2. Active Student Participation Stage
After the implementation must have passed the preparatory stage, it gets to the stage where students can participate. At this stage, it is tried on students to determine the final result of its efficiency for learning. At this stage, teachers and instructors try to:
- Enable students to predict the supposed outcome from the simulation process.
- Prevent students from being passive during the simulation process.
- Assign students to roles they are unfamiliar with before the simulation.
3. Post-Simulation Debrief Stage
After the simulation process, where students are taught using this learning strategy, the last stage to determine the effect of the simulation is the debrief stage. Debrief stage is a discourse stage that allows students to form more profound knowledge on the simulation. Here, the teachers will:
- Engage the students in an active conversation.
- Allow time for reflection to enable them to discuss clearly what the simulation has taught them.
- Prepare and ask questions at this stage. The purpose of the questions is for students to align the game they’ve played or the simulation with their course of study.
With the growth of interactive learning in the classroom using devices, implementing these strategies also enhances their understanding of the learning experience and builds students’ knowledge.
How Simulation And Games Will Improve Learning Exercise
Games and simulations do not only serve academic learning purposes to students. There are additional benefits derived from implementing this method into learning. Aside from education, it improves cognitive and behavioral skills in students. Some of the noteworthy ways this form of learning impacts students is by:
Advancing their critical knowledge and thinking ability: Since students undergo reflective exercises after simulation, their critical skills tend to grow. It allows them to reflect on other things outside and within the classroom.
It improves their problem-solving abilities: Since students can piece together connections between a game and their course, there’s no telling that this transcends to other personal and in-class engagements.
Their communication skill is enhanced: While simulation and games enable students to participate actively in class, they also improve their communication ability. Consistently engaging in learning exercises like this teaches them how to communicate.
Students’ social skills are improved: Most students who find it difficult to socialize with their peers begin to learn how to. This is because this classroom setting actively involves their ability to communicate with others.
Students learn how to collaborate with other students: Simulation is a collaborative learning exercise where students pick up information through a scenario-based technique. Students are encouraged to collaborate amongst themselves to conclude their thoughts. It helps them embrace teamwork because they gradually learn about each other’s importance through the classes.
Students build emotional intelligence: Most of the games and simulation exercises students go through teach them empathy, build self-confidence, and motivate them.
Using games and simulation as a learning strategy to improve the students’ knowledge and ability is an adaptive technique. And, when implemented amongst students, the knowledge and skills gained from participation become a transferable skill to other aspects of their lives. Essentially, the impact of using games and simulation in learning goes beyond the learning threshold.
Conclusion
Implementing games and simulation is not the only way to resolve every learning issue and improve knowledge. But, when it is rightly implemented within any learning environment, it provides positive and valuable outcomes for students.
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