Session 9

Session 9: Other Online Learning Environments

 

1. Define the terms "Game" and "Simulation" as they relate to eLearning.

According to our text, a game is a simulation containing a personally challenging task. Although “games” usually involved scoring and “simulations” involve alternative strategies to see what happens, in most circles the terms are interchangeable (Horton, 2012, p. 325).

2. What are the key characteristics of a Simulation?

Simulations attempt to emulate a real-world as much as possible. In a simulation a learner operates in a virtual environment and is involved and make decision and acts on these decisions. The results is that the learner receives real-world and accurate feedback.

3. What are some of the strengths or advantages of Games and Simulations in eLearning?

The major strength of eLearning Games and Simulations is that they provide learners with a safe environment to make decisions without consequence on the real world. They allow learners to practice what-if scenarios and view the outcomes of their decisions without fear of making the wrong choice.  Simulations also give the learner a degree of what they may expect in the real world.

4. What are some of the weaknesses or disadvantages of Games and Simulations in eLearning?

The major weakness of eLearning Games and Simulations is that they can never emulate all that can happen in the real world. A learning environment can be designed with learning objectives but if learners rely on these example as be all encompassing the consequence is an unrealistic view of all scenarios in the real world.

5. Pick a topic and describe a game or a simulation that would be an effective learning activity.

I would design a game similar to the following:

My first introduction of using games in a classroom was when I was teaching the principles of accounting prior to the availability of an online learning environment.  I found that beginning accounting students were having difficulties analyzing transactions and recording these transactions into a general journal (journalizing).  I decided to relieve the stress students were have by introducing a game into the classroom. Students were separated into groups of four and given blank journal entry forms. Each group was also given a complete Monopoly© board game and instructed to play the game as they normally would but in addition record each transaction in journal entry form. With the receipt and disbursement of Monopoly© money students were able to visualize and classify each transaction as an investment, a purchase, an expense, or a receipt of income. Not only could they see how a transaction effected their records they could see how it recorded in a player’s records on the other side of the same transaction. This introduction to an essential concept in accounting using a game atmosphere, simulated as close as possible to a real-world experience and help students analyze transaction of greater complexity later in the course. A detailed description of this game is available at: http://blog.cengage.com/wp-content/uploads/2014/06/FALL-2011.Allen_.Low_.Playing-the-Double-Entry-Monopoly-Game.pdf

6. Describe the development process you would use to create the game or simulation described above.

In a paper published in the US-China Education Review, entitled “Development of Active Learning With Simulations and Games”, Zapalska, Brozik and Rudd presented a multi-step process of how to develop games and simulations in the areas of business, finance and economics. I adapted this process to create my simulation above (Zapalska, Brozik, & Rudd, 2012).

• Define the Goal of the Exercise - The purpose of the game or simulation must be explicit. The purpose in my simulation would be to learn to analysis and properly journalize business transactions.
• Identify Available Resources - Determine if this simulation will be able to access only in a specific location such as a classroom or will it be in an online environment. Since this simulation would be a lesson plan within online accounting course I would choose that learner can access this simulation online in an environment that require other player to be online at the same time.
• Define the Use of Rewards, Randomness and Stress – Rewards can create competition between participants while the lack of a reward can create cooperative behavior within a group. With this type of simulation rewards should be based on the level of accomplishment.
• Determine if the Game Will Be Winnable - Within this game each student is a winner by completing the simulation. However, in Monopoly© the winning is gauge by accumulation of wealth.  Identifying a winner at the end of the game increases the desire to complete the simulation.
• Determine if There Will Be Individual Players or Teams - The use of teams in a game enhances student to student interaction. Having at three to a maximum of five members decreases the communication difficulties between team members.
• Create the Environment - The abstract context is the “story” into which learners are introduced. If the objectives of the simulation is to illustrate analyzing and recording of business transactions the environment must become a startup business. By presenting different business transaction which require the correct analysis and journalizing the learning objectives of the simulation can be realized more rapidly and competently.
• Create the Roles for the Players - The learner must be aware of what is to be accomplished and the limit of the settings. What actions need to be taken and what are the results of the wrong action.
• Create Transactions and Rules - Just with any game rules have to be established. Rules must be inscribed at this step. Example of such rules would be which player goes first, what constitute a completed turn, and what the sequence in player turns.
• Create an Evaluation Method - The evaluation method is evidence that the learning objectives have been accomplished. Has the student or learner correctly analyzed and journalized each transaction presented in the simulation. 
• Play the Prototype - The best way to find out that the simulation works is to play the simulation. This preview allow the developer to determine if the simulation accomplished the plan goals and discover how the simulation performs.
• Modify the Prototype - The paying of the prototype will likely reveal some characteristic of the game that the developer had not intended. At the point the prototype is modified in reaction to these characteristics.
• Replay and Redesign – Each time a simulation is played learners discover something that could work better, or not at all. Developed have to be aware of the fact games and simulations are constantly reviewed and updated.  

References

Horton, W. (2012). E-leaning by design, 2nd ed. San Francisco: Pfeiffer.

Zapalska, A., Brozik, D., & Rudd, D. (2012). Development of active learning with simulations and games. US-China Education Review, 164-169. Retreived fro ERIC on 06/05/15 - ED532179