Discussion Post - ETEC-526
Ami Stovall posted Sep 15, 2021, 11:56 PM
Introduction
The following is a discussion board post in our gaming and simulations for learning course.
The following is a discussion board post in our gaming and simulations for learning course.
What is the difference between games and simulations? And what are the characteristics (and differences where applicable) of a game and a simulation?
Throughout this week’s readings, I have learned several differences between games and simulations. First, games for learning will have defined learning outcomes. Also, games for learning are a combination of the subject matter being taught with some form of gameplay, with the desired purpose to motivate the learner through some form of gameplay to learn and then retain said subject matter and finally to apply the knowledge and skills that they have learned to real-life scenarios. Gredler states that a game is a “competitive exercise in which the objective is to win, and players must apply subject matter or another relevant knowledge to advance and win. Knowing that there usually are exceptions to every rule and generalization, the game generally does not emphasize the steps involved in solving the problem or specific details necessary to solve the problem. Simulations, on the other hand, are a virtual, digital, or technical representation of a system or process, such as those in aviation, medicine, military, and chemistry…. Simulations, unlike games, do not always have a clear starting point or what the player/learner must do to begin. Learners/Players must use skills and strategies throughout the game/simulation.
Simulations have many elements in common with games for learning. For example, they offer difficulty levels, incorporate high-quality, rich graphics, provide feedback, evolve as a challenge/strategy that the player/learner must solve, and generate emotions from the player/learner.
Some of the differences between Games and Simulations are:
- Simulations are designed of systems and how they behave.
- Games are designed for the learning experience and fun player/learner experience.
- Some simulations are pretty dry and unappealing to the player/learner.
- Games designs often encourage players/learners to persist in their efforts.
- Simulation designs often focus on other priorities of the simulations.
- Previously, short attention spans of learners/players in traditional learning became virtually nonexistent when using gameplay for learning.
Simulations usually include an environment where designers replicate an actual situation/location, such as a pilot's cockpit, hospital room, or science/chemistry lab. Scenarios and simulations present a problem to solve or a situation to react to in a specific context, including time constraints and tools or resources. Open-Ended requires the learner/player to make several sequential decisions. Every decision impacts the progress made by the learner/player in that scenario, which then determines what decisions the learner/player should make next. Role-Playing often puts the player/learner in a specific role within the scenario (I.e., in a hospital emergency room…). Additionally, the player/learner is asked to team up with learners in other roles working through the same problem/simulation but from a different position or perspective. Guided Participation is often facilitated by an educator who sets up the scenario and works with the player/learner or player/learner’s team as the simulation proceeds. Regularly, simulations are paused as needed to review the player/learner’s progress.
Gaming & Simulations for Learning
Reflection practical simulations rely on structured thinking through discussion, journaling, and other assignments. These are important to assess the decisions made by the player/learner, connect them to the outcomes they led to, and reinforce what the player/learner learned from the experience.
Reflection
This discussion board post was an excellent opportunity for me to learn more about gaming and simulation differences as they relate to teaching and learning. Before I took this course, I was not much of a game player in my life, personally or professionally because I truly didn't understand to point or big picture. I think this is because I was so serious about life, and I didn't comprehend the complete purpose or intentions of games. Once this course started, I began to read the assigned reading and complete the tasks of "playing games," I started to realize that there was more to games than just having fun. This was quite different from my formative years personally and in school during the 1970s where learning was not meant to "be fun!" Throughout the remainder of this gaming and simulations for a learning course, I learned that games are designed to have learning outcomes and combined with the subject matter of the course, this can motivate the player/learner to use strategies to complete a task through learning, and once it is completed, there is a specific reward and subsequent challenge that encourages the learner/player to use the knowledge and skills they have gained to continue the next series of levels through the game. Simulations are a design of a system and how they behave in learning and simulations can be created to use in learning environments including driver education, pilot licensing, nursing modules, space adventures, and many more. Finally, I am thrilled to learn more about gaming and simulations for learning and the benefits they have for todays learners, and that they can be used in the learning process with students so that learning can be fun!