From The Hot Seat

If you have a lot of money to spend, then this section is for you.

To view some free online games, go to Kongregate.

The terms serious games and virtual reality simulations seem to be used interchangeably over here. That is, using animations to simulate real life or fantasy scenarios all designed to:

•  allow the user to practise in a real world environment;
• increase motivation;
• activate emotions;
• create in-depth instructional interactivity that ensure the learner is using conscious effort;
• help the learner relate to the training material.

There are some key differences:

Simulations are a model of a real-world system. They can be operational (procedural skills) or conceptual (domain-specific strategic knowledge or skills).

Games - the common elements of all games include (1) a competitive activity in which you are required to achieve a goal, (2) a set of rules or constraints, and (3) a specific context. 

Games and simulations don’t focus on learning, but focus on reinforcement. Simulations allow people to critically assess and deploy information in a safe environment. They are good for testing processes, contingent relations, and decision-making and can increase the feeling of responsibility in the learner.

Games involve rules and play. The rules must be rigid and scientific – the paradox is that these restrictions allow for greater play within them which can be flexible and fun. To ensure better transfer, they all should be grounded in reality.

Key experts in this space include James Paul Gee, Eric Zimmerman and Alicia Sanchez.

There is no doubt that, when done well, these games and simulations can be very impressive. However most range in the $100,000 mark upwards and take up to 12 months to develop. Mimi games used for retention of single learning objective are a little more palatable at $25,000 upwards.

Companies in this space include Tandem Learning, Raptivity and Core Competence.

Do Simulations and Games Teach?

The jury is still out on this one. Research has shown that participants enjoy the gaming experience more, however it can actually depress the learning experience. Players can get so caught up in improving their scores that they fail to actually reflect on the principles being taught. Simulations have been more successful at achieveing learning outomes. However, when done well, both can improve learning but very few are achieving the level required. Ruth Clark has provided a good summary of research in this area.

What to look for in simulations and games:

• goals, rules, activities, feedback, and consequences are aligned to desired learning outcomes
• structure and guidance helps learners reach instructional goals (feedback, explanation between rounds, visual support, embedded questions to promote reflection)
• complexity and interface managed in ways that minimise distractions or extraneous mental load
• use for learners who will be motivated to by these environments

Avoid open-ended games that and simulations that require unguided exploration.