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When participants in introductory business courses encounter the term "operations strategy," it is not easy for them to appreciate what operations strategy is about, or how it fits with overall business strategy. This game breaks down highfalutin jargon into experiences that participants can readily relate to. While working in teams to make paper boats, and competing with other teams, participants realize that they have intuitively engaged in the formulation and implementation of their team's operations strategy. They begin to appreciate the interplay between the customer's requirements, their own team's strengths, the "competitive priorities" that their team must emphasize, and the tradeoffs inherent in making these decisions. [ABSTRACT FROM AUTHOR]

Background: Gamification is a promising field of research that can benefit education. In particular, it can benefit teaching programming to children. Emotional Learning Companions (ELCs) are interactive systems that dialogue with the students as well as provide them with emotional support. Intervention: The design of ELCs was extended with gamification to teach programming to Primary Education children. Riddles, levels, badges, and a leader board with trophies among other traditional gamification elements were incorporated into the learning companion, as well as game mechanics, aesthetics and connection with the players (students) to increase their learning, motivation and satisfaction levels. Methods: A pre-post test single group experimental research design was followed to test the proposal. In total, 137 students aged between 10 and 12 years used the gamified learning companion during an academic year in Ecuador. Results: The results showed a significant increase in students' learning scores as well as satisfaction and motivation levels above 90%. Conclusion: Therefore, the conclusion is that gamifying ELCs to teach programming in Primary Education can improve students' learning scores, satisfaction, and motivation levels. [ABSTRACT FROM AUTHOR]

Background: Serious games and game-based learning are widely used in education. Gaming in logistics education relies on serious gaming with no or less consideration on enjoyment. Intervention: This study examines in a first step whether and if so, how (serious) games are used as part of logistics majors' curricula at German universities. Based on the findings, an entertainment game about warehousing is developed and validated. Methods: Warehousing is an application-based discipline in which the operation of different picking techniques has an impact on the order picking. To help students understand the impact of such techniques, the 2D game WareMover was developed. The open-access game combines education and entertainment with different gamification objects and can be played in singleplayer or multiplayer mode. In this competitive 2D game, the objective is to pick orders by navigating around the warehouse towards the right shelf and to click on the correct storage compartment. The player has to achieve the highest score, which is determined by the fastest and least erroneous delivery. Four different picking techniques can be used in two game modes. Results: The results of a 14-player game session are presented. All players played both game variants with all picking techniques and completed a questionnaire. The players rated the game as user-friendly, entertaining, didactically useful, suitable for teaching and education, and engaging. In addition, the majority of players would play the game again and recommend it to others. Conclusion: The open-source game WareMover can contribute to studies in the field of warehousing by teaching students about picking techniques and the differences between these techniques. The novel game approach of interpreting a serious game as an entertainment game can increase the enjoyment and motivation of the players. [ABSTRACT FROM AUTHOR]

Background. Games can be great pedagogical tools for educators and students. COTS games (commercial-off-the-shelf) are designed for the pure purpose of leisure but can also contain educational value.Aim. In this paper, we address the potential of COTS games as serious games. We develop an interpretive evaluation framework that can identify the educational value in COTS games.Application. The presented framework can create evaluative profiles of the learning, social, game, and immersive mechanics of COTS games as educational tools. Moreover, the framework can position COTS games between four intertwined dimensions, namely pedagogical, design, knowledge, and sociotechnical considerations.Demonstration. To validate the practical application of the interpretive framework, we apply it to a real-world example. Our demonstration reveals the usefulness of the framework.Conclusions. The framework enables critical reflection on the game mechanics; thereby capturing the complexity of the game mechanics that makes COTS game both educational and fun to play. [ABSTRACT FROM AUTHOR]

Background. Using digital games for educational purposes has been associated with higher levels of motivation among learners of different educational levels. However, the underlying psychological factors involved in digital game based learning (DGBL) have been rarely analyzed considering self-determination theory (SDT); the relation of SDT with the flow experience has neither been evaluated in the context of DGBL.Aim. This article evaluates DGBL under the perspective of SDT in order to improve the study of motivational factors in DGBL.Results. In this paper, we introduce the LMGM-SDT theoretical framework, where the use of DGBL is analyzed through the Learning Mechanics and Game Mechanics mapping model (LM-GM) and its relation with the components of the SDT. The implications for the use of DGBL in order to promote learners’ motivation are also discussed. [ABSTRACT FROM AUTHOR]

Background: The purpose of this study was to determine the effectiveness of a role-playing game (RPG) as a pedagogical tool for teaching beginning American Sign Language (ASL) to middle school students in a classroom setting. Methods: In this qualitative study, n = 40 students participated in a 50-minute class centered on the ASL role-playing game, Inspirisles, for 45 days. To collect data on the student experience of the Inspirisles class, a post-process focus group was conducted with an external moderator and students (n =18) who chose to participate. Student responses were coded using applied thematic analysis. Results: Students reported learning 50 to 100 words in American Sign Language, including numbers and the fingerspelling alphabet. Beyond language acquisition, they reported three main themes: a change in learning dispositions, positive social-emotional growth, and identification of important factors for success in continuing classes. Conclusion: Students in the Inspirisles - based ASL class showed progress in learning ASL, with additional considerations for prosocial group learning in the classroom setting. However, further research is needed to see if this pedagogy is a viable option for long-term learning of ASL in the classroom setting. [ABSTRACT FROM AUTHOR]

Introduction: In recent years, cryptocurrency has increasingly sparked interest among investors. Many people have invested in this field without adequate knowledge. Existing research has shown that using game design elements can be an effective method of education. Such learning interventions can potentially be a good match for educating market investors, as they provide risk-free simulations for novice investors to gain practical experience without having to be concerned about real financial losses. However, it is unclear how market investors perceive gamified and game-based learning interventions and whether they would adopt them for cryptocurrency education. Research Objectives: Our study investigated market investors' perceptions, needs and expectations regarding the integration of gamification and game-based learning interventions in cryptocurrency education. Methodology: We conducted an online survey with n=413 participants, including experienced market investors and people who are interested in cryptocurrency. Within the survey, we presented the mock-ups of two cryptocurrency learning interventions: a gamified cryptocurrency learning application, and a cryptocurrency learning video game. Results: From market investors' perspectives, our study revealed the benefits and drawbacks of incorporating gamification and game design principles to facilitate learning cryptocurrency. We identified the need to develop dynamic, accessible, reliable, and community-building gamified and game-based cryptocurrency learning interventions. Conclusion: From our findings, we propose guidance for the integration of gamification and games in cryptocurrency education, and we provide design recommendations for investor-specific cryptocurrency learning interventions. [ABSTRACT FROM AUTHOR]

Background: Brain-based learning (BBL), also referred to as educational neuroscience, examines learning as a biological process. Teaching to support BBL requires blending of understanding of neuroscience with the practice of education. With BBL, the learning environment is designed to enhance the brain’s natural ability to learn. Aim: This manuscript describes the fundamentals of brain-based learning, translates the basic tenets of BBL to the simulation learning environment, and presents practical application strategies for simulation-based learning.Method: Focusing on the work of Renate and Geoffrey Caine, this article examines their approach to BBL, including the three core elements of brain-based learning experience: orchestrated immersion in complex environments, relaxed alertness, and active processing. The three elements of the Caine and Caine model are well-embedded in the larger BBL literature and have particular utility with simulation-based education.Results: The three core elements of BBL have direct application to simulation as a teaching and learning practice. This paper presents several specific strategies designed to enhance both the simulation event experience and the debriefing.Conclusion: The simulation learning environment can be adapted to capitalize on the tenets of BBL. Several instructional strategies are available to enhance the biological process of learning while utilizing simulation-based learning practices. [ABSTRACT FROM AUTHOR]

Problem-based learning focuses on small groups using authentic problems as a means to help participants obtain knowledge and problem-solving skills. This approach makes problem-based learning ideal for teaching lean manufacturing, which is driven by a culture of problem solving that values learning as one key output of manufacturing production. Thus, simulations that organize participants in teams for realistic manufacturing production problem solving are widespread as a way to use problem-based learning to teach lean manufacturing. But a critical assessment of existing simulations for lean manufacturing instruction has been lacking. Accordingly, a literature survey is conducted and existing simulations are classified according to their emphasis on lean tools or the overall lean system; the degree of their focus on soft skills, if any; and their area of application, whether academic or industry. Four gaps are found in existing simulation designs: lack of stress on soft skills, a mistaken focus on "linear lean," misunderstanding of the key role of the facilitator, and lack of realism. Future directions for study and improvement in lean simulation design are suggested. [ABSTRACT FROM AUTHOR]

The notion of using games in education is as old as games themselves. In addition, the massive market opened by the digital games industry has caused great interest regarding their specific potential in education. However, this interest is sometimes thwarted by the resistance of traditional educational settings toward technology-enhanced learning and digital games. The future, on the contrary, is much more promising within the eLearning field. This field is in a process of evolution and reinvention, seeking new features and ideas to improve the learning experience. We believe that educational games are a perfect medium for these new directions in eLearning. In this article, the synergies between the new eLearning environments and educational games are explored and reviewed. [ABSTRACT FROM AUTHOR]

Background: Videogames can be useful tools for teaching and learning. To plan educational uses, potential benefits and possible problematic aspects of specific titles need to be critically assessed by teachers and school leaders prior to implementation. Theory and Method: Based on game ontological models, we identify salient areas of inquiry in games research and use these to structure a template for evaluation. This way we operationalize foundational games research and put key insights to practical use in the planning and preparation of videogame-based teaching sessions. Aims: We develop a template for the evaluation of videogames as tools for and objects of teaching and learning to facilitate critical uses of these technologies in schools and other educational settings. Results: We present a template for critical evaluation to facilitate the use of videogames for educational endeavors. The template distinguishes between videogames as tools for and objects of teaching and learning and is structured along the game ontological dimensions of 1) sign system, 2) rules and mechanics, 3) materiality and 4) players, and includes aspects of both representation and simulation. This way, we disentangle a complex phenomenon and make its components amendable for critical analysis and constructive intervention. Discussion and Conclusion: We offer illustrating examples for how the template can be used to assess the usability of specific titles in education and discuss advantages and disadvantages. Finally, we suggest steps for implementation and further improvement. [ABSTRACT FROM AUTHOR]

Young children depend on the non-symbolic representation of numbers for their numeracy understanding and decision-making. The objective of the current research was to examine whether the use of an augmented virtuality (AV) system to represent numbers as physical objects, compared to representing them only visually on a computer screen, will improve children's numeracy decision-making. The question was evaluated by comparing children's decisions to buy more profitable versus non-profitable products, as well as their total profit, when the coins and the coin machine are real (AV system group) compared to their decisions when using a system in which the coins and the coin machine are virtual (virtual system group). Two between-participants groups of children aged 6–8 participated in this study, with 30 children in each group. The results demonstrated that in the AV system group, the children invested more proportionately in the profitable versus non-profitable products, while in the virtual system group, the opposite occurred. As a result of their better decision-making, the total profits of the AV system group were higher than those of the virtual system group. The current findings are an interesting addition to the existing literature on the contribution of virtual reality and augmented reality systems in improving mathematical learning. [ABSTRACT FROM AUTHOR]

This article reflects critically on simulations. Building on the authors’ experience simulating the Palestinian-Israeli-American Camp David negotiations of 2000, they argue that simulations are useful pedagogical tools that encourage creative—but not critical—thinking and constructivist learning. However, they can also have the deleterious effect of reproducing unequal power relations in the classroom. The authors develop this argument in five stages:They distinguish between problem solving and critical theory and define critical thinking—something not done by the simulation orthodoxy.They describe the Camp David simulation. This is their contribution to the relatively small corpus of literature on simulating Palestinian-Israeli relations.They review the constructivist learning and peer teaching accomplished through their simulation. This section is notable because it is authored by a graduate student who participated in the simulation as a meaning maker.They review the manner in which simulations promote creative, not critical, thinking, and reproduce asymmetrical power relations.They reflect on the overall utility of simulating the Camp David negotiations in the classroom. [ABSTRACT FROM AUTHOR]

The article presents news briefs related to the International Simulation & Gaming Association (ISAGA). A short account is given of the 35th annual international conference of the International Simulation and Gaming Association (ISAGA) that was held in September 2004, hosted by Ludwig Maximilians University in Munich, Germany. The official 35th Annual ISAGA Conference began on September 6, 2004. However, the conference was preceded by a week of scholarly engagement with students and professionals at Ludwig Maximilians University, Munich, Germany. As the 2006 ISAGA conference is scheduled for Saint Petersburg, Florida, there are plans for a pre-conference workshop in Moscow, Russia so there is likely to be a repeat of this fascinating experience. The 4th edition of the Simulation & Gaming Catalogue, edited by the Federal Institute of Occupational Education contains a list of simulations and publishes articles about simulation and gaming.

The article presents information about issues related to JASAG and ISAGA. The editorial committee of ISAGA 2003 has completed the selection of papers to be published in the official postconference publication of ISAGA 2003. The postconference publication will be a one-volume academic book that contains about 30 articles from various research fields in simulation and gaming. JASAG publishes a journal, Studies in Simulation & Gaming, for its members. As this journal includes papers on simulation and gaming approaches and related academic discussions, members can familiarize themselves with the current state of Japanese scholarship in the field of simulation and gaming studies.

Background. Postpartum hemorrhage (PPH) is the leading cause of maternal death in the world. Non-technical skills (e.g. communication) are now recognized as a contributing factor to medical safety. In the field of simulation, screen-based simulations are currently very popular with computer/technological development. This study evaluates a screen-based simulation device, PerinatSims, developed to improve technical and non-technical skills in PPH situation. This experiment hypothesized that exposure and repetition of training with PerinatSims would improve the self-assessment of non-technical skills, and therefore increase the ability to manage PPH. Methods. The primary endpoint was a self-assessment of non-technical skills during simulation session of PPH on a digital simulator. Twenty French midwives performed three of nine 25 minutes sessions of PPH screen-based simulation. Four self-assessment questionnaires were administered at the end of each simulation session: a leadership/team working questionnaire (BAT), a negative feelings/emotional questionnaire (DASS-21), a Flow questionnaire and a mental load questionnaire (NASA-TLX). Results between sessions were compared using a repeated measures ANOVA followed by a Bonferroni post hoc test. Results. The study showed a positive evolution during the three screen-based simulation sessions : an increase of leadership and team working self-assessment, an increase of Flow sense, and a decrease of negative emotions (anxiety and depression in the DASS-21 score). Significant decrease of stress was found only between the second and the third sessions, and significant differences in the NASA-TLX were observed only in two dimensions, Performance and Frustration. Conclusion. A repeated exposure to PPH situations with a screen-based simulation tool improved the midwives' self-assessment, especially for leadership, team working, emotion management and Flow sense. Furthermore, midwives had a very positive feedback on the device. They highlighted the desire to use PerinatSims more often to be trained to PPH management, for technical as well as non-technical skills. [ABSTRACT FROM AUTHOR]

Objective. Although cardiopulmonary resuscitation (CPR) skills are lifesaving skills, the gap between awareness and actual training remains significant. Advances in technology are shaping the future of education and innovative learning solutions are essential to facilitate effective and accessible training. This project objective is to develop a self-directed educational system for hands-on CPR training using virtual reality (VR) technology.Methods. HTC VIVE was the chosen VR engine, and Unity3D was the software used for development. CPR skills including chest compressions, rescue breathing, and automated external defibrillator (AED) are taught in VR through focused instructions, demonstrations, and simulated interactive scenarios with hands-on training sessions. A tracking system was designed using virtual planes and VIVE-Tracker for accurate measurements of chest compressions (rate, depth, and recoil), hands' position and AED. A real mannequin was integrated in the VR space and overlaid with virtual 3D-human model for realistic haptic feedback and hands-on training. VIVE-controller was used for precise calibration between the mannequin location in real environment and the virtual human model in VR space.Results. The VR-CPR prototype was designed to be generic, approachable, and easy to follow. Realism and interaction were achieved through 3D virtual scenes simulating common sites at which cardiac arrest may occur. Variety in scenarios and gamification features like scoring and difficulty levels of training were made to enhance users' engagement. The VR-mannequin hybrid system enabled quality training and immersive learning experience. Further, real-time feedback and scoring system are built for self-directed learning and optimal performance.Conclusions. The developed VR-hybrid product is a structured educational tool for hands-on CPR training and ongoing practice. This innovative technology provides self-directed learning with no restrictions of time, place, or personnel, which are the main challenges with current traditional courses. This product is a promising CPR training initiative in the evolution of digital education. [ABSTRACT FROM AUTHOR]

Background. Designing collaborative three-dimensional (3D) learning games is one way to enhance the quality of learning and respond to the needs of working life. However, there is little research on how to apply different game mechanics to support different educational aims.Aim. This study determines how game mechanics implemented within computer-supported collaboration roles (scripted vs. emergent) are associated with the emergence of collaboration.Method. The research at hand applies both qualitative and quantitative content analysis. The target group consisted of 15 vocational school students. The data were gathered by recording the groups’ discussions and saving the game logs. A total of 8,128 transcribed utterances were eligible for content analysis to shed light on the characteristics in knowledge construction under scripted and emergent role situations.Results. We found differences between the players’ utterances in tasks with scripted and emergent roles. At the scripted-role level, providing knowledge was the most dominant type of utterance. Further, students with similar roles performed actions and applied similar activities. In the level based on emerging collaboration processes, shared problem solving was the most actively used speech activity.Conclusions. Emphasizing and applying different game mechanics with different collaboration roles (scripted vs. emergent) can be used to support different educational aims of games.Recommendation. Collaboration is needed among professionals from technological and educational sites of game research to fully understand how to apply game mechanics in educational games. [ABSTRACT FROM AUTHOR]

Background. The Association to Advance Collegiate Schools of Business (AACSB) has stated that business games can and should be used for business school Assurance of Learning (AoL) programs. There is no direct objective evidence that business games are valid for such applications.Aim. The purpose of the study presented in this article was to examine the extent to which a business game could be used for such applications.Method. The validity of THE GLOBAL BUSINESS GAME was examined by assessing the degree to which it was available, accessed, used, engaged in and otherwise demonstrated internal validity in a large European university program.Results. The recorded data for the game revealed that many of its enrolled players either did not directly engage in the experience, or were only minimally involved. Those who were completely engaged in the experience obtained superior economic results and created strategies and implementations that were rational, goal-oriented and correct for the simulation’s modeled competitive environment.Conclusions. A large-scale business game can serve as an assurance of learning device, but it is only an incomplete evaluator due to subject non-involvement.Recommendations. Game publishers that state their games are valid for assurance of learning purposes should present objective evidence of their validity claims. Those engaged in assurance of learning programs should employ other methods for measuring outcomes than those used in this study. Those using business games should take measures to insure their participants are engaged and are accountable within its teaching structure. [ABSTRACT FROM AUTHOR]

Background. Intensive facilitator training is a critical component to enable the use of Evidence-Based Interventions (EBIs) by communities. Such training ensures that program’s essential elements are implemented with fidelity. Many EBI training programs require resource- and time-intensive face-to-face training, eliminating participation from some community-based organizations due to significant costs and time away from work. The ¡CUÍDATE! (TAKE CARE OF YOURSELF!) program aimed at improving the sexual health of Latino youth is one such EBI limited in widespread dissemination by its current face to face format. The purpose of this study was to examine the efficacy of training by assessing whether facilitators who attended the virtual ¡CUÍDATE! facilitator training in SECOND LIFE™ implemented the ¡CUÍDATE! curriculum with fidelity (e.g. adherence to the curriculum and competent delivery) to adolescent youth.Methods. Using a descriptive design, community-based facilitators (n=19) attended virtual SECOND LIFE™ ¡CUÍDATE! training. Post-training facilitators implemented two identical ¡CUÍDATE! sessions with two groups of adolescents and were instructed to audio record the sessions. The research team reviewed a random, stratified subset of the audio files (n=57) using the standardized curriculum as the standard to determine implementation fidelity adherence and fidelity competency.Results.Fidelity adherence for the ¡CUÍDATE! training for both sessions was high (91.2%) (e.g. the activities were presented as intended). Fidelity competency of facilitators was also high, with the overall quality of the program sessions being 3.95 (SD 1.18, scale 1 to 5). Both fidelity measures (i.e., adherence and competency) improved from implementation of the first to the second session with 100% adherence to the curriculum reported for all facilitators in the second session. Overall quality of the program sessions also improved from the first (x=3.67, SD 1.37) to the second (x=4.43, SD 0.53) session.Discussion. The efficacy of facilitator training using a virtual platform was shown to result in high levels of implementation fidelity, and thus may be a viable platform for widespread national training. Virtual training provides an avenue for reaching community-based agencies that work with adolescent youth and have limited resources for training expenses. Future studies will explore the use of virtual reality for other types of inter-professional education. [ABSTRACT FROM AUTHOR]

Purpose. The article aims at assessing the effectiveness of a role-play in addressing two concerns: clarifying the concept of sustainable development and teaching sustainable development issues.Method. The effectiveness of the role-play is gauged by surveying students to reveal how the game matches a set of significant learning criteria defined by Fink.Structure of the article. First, our article provides a short overview of how the concept of sustainable development has emerged and spread over time. Second, in order to assess the learning potential of our role-play, we examine how it addresses the six components of Fink’s taxonomy of significant learning: (a) foundational knowledge, (b) application, (c) integration, (d) human dimensions, (e) caring, and (f) learning how to learn.Results. The assessment shows that our role-play is highly praised by the players as it not only brings them foundational knowledge, but also allows them to enhance many skills.Conclusion. The framework of the role-play contributes to educating about sustainable development as well as educating for sustainable development. [ABSTRACT FROM AUTHOR]

Background. The ever-increasing demand for natural resources has led to the continuing depletion of resources. Reversing this trend will require knowledge of effective environmental management strategies and adoption of sustainable development practices by society at large. Thus, it is critical that citizens increase their awareness of sustainability and acquire managerial skills required to effect change. Use of decision games for teaching sustainable development is a step in this direction. Games present great opportunities as tools of edutainment (educational entertainment) for teaching and training, with positive effects on learning outcomes.Aim and Method. In this article, we undertake a methodological review of games on sustainable development, analyzing their underlying characteristics, including the stated focus of the games, game availability, number of players and their roles, their target age, game validation and evaluation, stakeholder involvement in game development, learning outcomes, and so on. A total of 49 games are included in this survey.Conclusion. Our findings suggest that the games used for teaching sustainable development have generally increased players’ understanding of issues around sustainability and have enhanced their knowledge of sustainable development strategies. Our classification of the games’ characteristics assists educational instructors and potential learners in identifying games that are best suited for their teaching and learning needs. [ABSTRACT FROM AUTHOR]

Background. Debriefing is a fundamental step in simulation, particularly in the medical field. Simulation sometimes even serves as a pretext for debriefing. Most often, debriefing takes place easily, producing a qualitative feedback and an optimal learning transfer. But sometimes, the facilitator faces difficulties. An unproductive debriefing can be described as follows: the debriefing of a clinical simulation session is unproductive when facilitators or learners perceive the occurrence of an obstacle that has hindered the learning process.Objectives & method. Considering the difficulties encountered in this type of debriefing, we believe it is necessary to investigate the topic in depth in order to bring out some theoretical principles. Based on a Nominal Group Technique involving the authors of this article, this project aimed at drawing up and proposing informed recommendations for ensuring productive debriefing in simulation-based education in healthcare.Results. The authors make the following recommendations: Reflect on your own performances as an instructor (asking for feedback from the learners and peers, and being appropriately trained as an instructor who can facilitate learning) Establish simulation ground rules (preparing and briefing the learners before the simulation experience, controlling the timing of the simulation session and the quality of the scenarios) Manage unexpected events and intended learning objectives by using a confederate during scenarios. Respect the steps of the debriefing process and good practice recommendations regarding learning psychology. Maintain the balance between emotion and teaching by decontextualizing the experience from the participants during the debriefing. Manage the input from the peers during the debriefing so they do not antagonise the learning process. Conclusion. Six key recommendations are proposed. They have been deemed as core skills required of every simulation facilitator to prepare for productive debriefing and so the set learning objectives of a simulation session can be achieved successfully. [ABSTRACT FROM AUTHOR]

Aim. This study investigates a novel technique for measuring video game engagement by capturing behavioral data with little task interference.Background. Flow Theory and Cognitive Load Theory provide insight into understanding engagement by analyzing the interactions between skill and task challenge. The development of this real-time measurement of engagement provides a more precise diagnostic method for designing challenging, yet cognitively engaging, tasks.Method. Flow Theory guided the design of three conditions (Boredom, Flow, and Frustration) for a video game played by 156 participants. The authors tested a potential measure of engagement based on the number of times a participant clicked a game-clock during gameplay and during intermissions, along with performance and workload data. We differentiated the three conditions by synthesizing game-clock clicks during gameplay, during intermission, and overall cognitive load.Results. Boredom showed lower cognitive load than Flow and Frustration. Frustration had significantly lower game-clock clicks during gameplay and significantly higher clicks during intermission than Flow or Boredom.Conclusion. This study’s measurement approach could potentially be used to measure cognitive and affective elements of engagement, helping to identify where in a task a person may reach a point of disengagement, and where they may choose to reengage. [ABSTRACT FROM AUTHOR]

Background. Training simulations provide opportunity for users to repeat actions in order to master a task. Once a mistake has been identified, however, difficulties may arise in replicating the exact sequence of previous actions, particularly in complex, open-ended environments.Technology. Alongside the advent of virtual 3D environments for learning, technology can more easily support a focus on the error in ways that were previously arduous.Purpose. This research represents an investigation of student learning, reflection, and metacognition when using a 3D simulation with built-in functionality that allows students to redo their actions by focusing on the point of error instead of restarting from the beginning.Methods. Interviews and observations were used to gather qualitative data, illustrating that starting at the point of failure within a complex, multiplayer simulation holds advantages and presents obstacles for student learning.Findings. Two key findings were identified: (a) the first relating to the influence of reflection on learning in that participants used reflection with varying degrees of complexity as a scaffolding mechanism; and (b) the second was that the students’ abilities to orient themselves in the problem space contributed to the amount of contextual information they needed to be successful—in this case, either starting from the beginning or from the point of error. [ABSTRACT FROM AUTHOR]

The meaning of social dimension of gaming for enjoyable and engaging game experiences is supported by an increasing amount of research. Nonetheless, this issue has rarely been studied in the context of serious games. This study attempts to narrow the knowledge gap in the understanding of collaborative serious game experiences and the relationship between the social dimension of gaming and core game experiences. The aim of this study is to empirically investigate what kinds of game experiences are generated when playing collaborative serious game and how the sense of social presence and the sociability of the environment are connected to the core game experience. Findings reinforce the idea that social presence is an essential part of game experience in multiplayer games. Results also showed that the sociability of the game and a sense of social presence are strongly connected to the various dimensions of the core game experience, including engagement, in the forms of flow and immersion. Thus, results indicate that the sociability of the game and sense of social presence seem to be potential factors in the emergence of positive and engaging game experiences, at least in the context of collaborative games. [ABSTRACT FROM AUTHOR]

The literature on climate change education recommends social, accessible action-oriented learning that is specifically designed to resonate with a target audience’s values and worldview. This article discusses GREENIFY, a real-world action game designed to teach adult learners about climate change and motivate informed action. A pilot study suggests that the game fostered the creation of peer-generated user content, motivated informed action, created positive pressure, and was perceived as a fun and engaging experience. [ABSTRACT FROM PUBLISHER]

A growing literature exploring large-scale, identity-based political violence, including mass killing and genocide, debates the plausibility of, and prospects for, early warning and prevention. An extension of the debate involves the prospects for creating educational experiences that result in more sophisticated analytical products that enhance preventive policy action. This article details an attempt to bridge the theory to practice gap. It describes the role of a simulation COUNTRY X within the educational contexts of both a graduate course in prevention of mass killing and genocide at Columbia University’s School of International and Public Affairs (SIPA), and a practitioner training workshop designed for regional conflict early warning analysts in Africa. The authors review educational theory describing problem-based learning and apply it to a web-based educational simulation. Using a recent training of professional conflict early warning analysts as their case study, they explore several assumptions regarding the utility of simulated environments as educational tools in moving from theory to practice. Use of the simulation resulted in active and engaged participation by learners, increased capacity for well-reasoned perspective taking, and improved analytical confidence in complex scenarios. [ABSTRACT FROM AUTHOR]

In response to an increasingly interdependent world, educators are demonstrating a growing interest in educating for global citizenship. Many definitions of the “good global citizen” value empathy as an especially important disposition for understanding others across national borders and cultural divides. Yet it may be difficult for people to achieve empathy with others who are perceived as psychologically and geographically distant. Can computerized simulation games help foster global empathy and interest in global civic learning? This quasiexperimental classroom study of 301 Northern California high school students in three schools examined the effects of playing REAL LIVES, a simulation game that allows players to inhabit the lives of individuals around the world. Compared with a control group, students who played the simulation game as part of their curriculum expressed more global empathy and greater interest in learning about other countries. Identification with REAL LIVES characters was also positively related to global empathy. These findings support claims that computerized simulations can cultivate important dispositions for global learning and citizenship. [ABSTRACT FROM AUTHOR]

Educators increasingly view the high level of engagement and experiential learning offered by games as a means to promote learning. However, as with any designed learning experience, player experiences should provide an accurate representation of content to be learned. In this study, the authors investigated the DIFFUSION SIMULATION GAME (DSG) to assess the consistency of strategies effective in the game with those implied to be effective by the diffusion of innovations theory on which the game is based. They analyzed records from 2,361 completed game sessions of the DSG and compared successful and unsuccessful strategies. They further compared successful gameplay strategies with strategies suggested by the diffusion of innovations theory. The data analysis indicated that four of the seven winning strategies were inconsistent with what the theory predicts. However, this conclusion is tentative, given limitations of temporal detail in available data. These limitations imply how data should be collected to better investigate strategies that result in successful DSG gameplay. In addition, the study provides a case in which objective methods were used to analyze patterns of gameplay and offers insight on how data should be collected to analyze patterns more effectively. [ABSTRACT FROM AUTHOR]

With the proliferation of entertainment games, supported by heavy investment in the underlying technologies, educators are now examining the educational values of gaming and attempting to incorporate games into their teaching. In Singapore, the game sector is worth many million Singapore dollars (SGDs), and gaming is an engaging activity of the young. Using a survey, this study examined the use of games and simulations in schools. The study was designed to shed light on the use of gaming activities in learning, perception of adoption and use, and problems encountered in teachers’ attempts to adopt games. Factors related to teaching level, experience, and subject were also analyzed for possible influence on teachers’ perceptions of game-related learning. [ABSTRACT FROM AUTHOR]

The author discusses the theoretical lens, origins, and environment of his work on computerized business simulations. Key ideas that inform his work include the two dimensions (control and interaction) of computerized simulation, the two ways of representing a natural process (phenotypical and genotypical) in a simulation, which he defines as a replicable representation of a natural process. The author touches on his professional activities, summarizes his journal articles, accounts for his education, and considers two problems that remain to be resolved: the free rider problem when participants are assigned to work in teams and the measurement reliability problem when a business simulation is used for program assessment. He reflects on the possibility of using business simulation to expand business education in developing countries. [ABSTRACT FROM PUBLISHER]

This article has two broad objectives: (a) It reviews the theoretical and practical literature on the use of games to facilitate social and emotional learning (SEL). (b) Based on this review, it argues that games are a powerful way of developing social and emotional learning in young people. In addition, we draw on our collective experience as educational psychologists to identify effective practice when using games to teach SEL. The social and emotional skills needed to play successfully with others are those needed to succeed at work and in adult life. Prosocial skills involve regulating negative emotions, taking turns and sharing, support orientations to others that are fair, just, and respectful. The natural affiliation between children, play, and the desire to have fun with others makes games an ideal vehicle for teaching SEL. Circle Time games are used to support universal programs for teaching SEL to whole classes. Therapeutic board games provide an effective intervention for young people who have been targeted for further guided practice in small group settings. Verbatim quotations from students and teachers demonstrate ways in which SEL has generalized to real-life situations. The role of facilitator is crucial to the success of this approach, both in modeling appropriate skills and making the learning connections for students. In this article, facilitation and debriefing are deconstructed and the value of collaborative, rather than competitive, aspects of games highlighted. [ABSTRACT FROM AUTHOR]

Researchers have highlighted various benefits of the simulation-based approach to second language (L2) writing instruction. In this article, the author argues, with specific pedagogical scenarios, that an explicit focus on genre and genre analysis in simulation-based L2 writing instruction can further enhance learners' reading of content materials, heighten students' awareness of discipline-specific generic features, and develop their discourse competence and writing accuracy. [ABSTRACT FROM AUTHOR]

This study analyzes the use of role-play as an elicitation device for the evaluation of a nonnative speaker's oral language. In this analysis of role-play as a methodology to generate data for assessment purposes, the study examines the role that interlocutors play in two types of interactions. It raises questions about the validity and reliability of dialogic role-plays used to elicit a ratable sample of a nonnative speaker's oral proficiency and proposes that a monologic situation may provide a more reliable and accurate sample. The study also suggests how implications for simulation-based teaching can be implemented in second/foreign language classes. [ABSTRACT FROM AUTHOR]

In management education the medium can be the message. Students' can experience the concepts' they are learning if the curriculum is organized and run according to the management and organization principles being taught. This article defines ideas and presents guidelines for the design-in-the-large of education in management and organization. These ideas are then applied to two design-in-the-small cases: the XB design for an undergraduate course in organizational behavior and the thesis ring design involving collaborative supervision of thesis projects. Finally, the implications of practicing what you teach for education are discussed. [ABSTRACT FROM AUTHOR]