Educational Simulation Games Research Articles

Innovative Debriefing Approach: Applying a Project Management Framework to Develop a Debriefing Communications Plan for Educational Computer-Based Simulation Games

Debriefing is a critical part of successfully implementing educational computer-based simulation games to maximize learning outcomes. Simulation game effectiveness, regarding exploring gaming characteristics and cognitive and affective impacts, has been thoroughly researched. However, debriefing is overlooked by some as time-consuming and unnecessary. Debriefing can be implemented as a process-based approach to increase experiential learning while facilitating educational simulation games. Minimal research has been conducted to identify approaches and components of successful debriefing communications and to gauge which aspects of the process are most impactful for learners. This article approaches planning debriefing interactions through a theoretical project management lens by applying a proactive, process-oriented, adaptive framework to develop a debriefing communications plan. Simulation games exhibit project characteristics, this framework is an appropriate and valuable approach to efficiently and effectively implement simulation games. Applying this theoretical framework with intentionality, integrating debriefing into educational simulation game facilitation, can contribute to favorable learning outcomes.

Authentic learning questionnaire for digital simulation games in higher education: A construction safety case study

Authentic learning questionnaire for digital simulation games in higher education: A construction safety case study

2DVLE: a simulation game for an active learning introduction to vapour–liquid equilibrium

ABSTRACT The authors develop an educational simulation game for basic vapour–liquid equilibrium (VLE) to use in chemical engineering education, basing the design on educational guidelines from the active learning literature. The game is tested in three cohorts totalling 84 students, showing significant increase in a knowledge test of VLE, and positive results of student interest when compared to a traditional classroom. A playable version of the game is made available at (psantos.itch.io/charming-vle-prototype), with the game files being placed in (github.com/pSantosb/2DVLE-CHARMING).

Development and testing of lean simulation game on set-based design

Purpose Set-based design (SBD) is a lean tool widely adopted for improving design processes and providing value maximization to clients. The purpose of this paper is to present the development and testing of a lean simulation game that incorporated point-based and SBD principles. The objective of the game was to enhance learning of lean design management among construction students. Design/methodology/approach After a thorough and comprehensive literature review consisting of secondary data in journal papers, books, thesis references and primary data in the form of interviews with lean practitioners, the simulation game prototype was developed. The testing of the game was carried out with a study group. Data were collected during the gameplay with the help of a questionnaire survey on a confidence scale and Likert scale and assessed using the Wilcoxon signed-rank test, histogram, one-sample t-test and false discovery rate (Benjamini–Hochberg) correction method. Findings The data collected both pre- and post-simulation showed an increase in average confidence in understanding from 3.33 to 3.89, a 16.7% rise. The data was further interpreted by using Wilcoxon signed-rank test, indicating that the post-simulation learning experience was significantly better than the pre-simulation one. Promising positive results were obtained for the questions on game design, engagement and understanding of point-based design and SBD concepts. Originality/value The simulation game helps bridge the gap between knowledge building and real-life by effectively imitating the process. The game facilitates a dynamic and critical approach toward developing new educational simulation games and their successful incorporation in propagating lean principles in the construction industry.

Learning Enzyme Concept through BioMan Enzymatic: An HTML Simulation Game

This research examined the impact of the HTML-based simulation game "BIOMAN: Enzymatic" on first-year students' grasp and retention of enzyme-related biology concepts. In the academic year 2022-2023, 70 students participated in the study. The game effectively improved student performance across three classes, evidenced by significant increases in mean scores from pre-tests to post-tests. Statistical analyses, including paired t-tests and ANOVA, confirmed the significance of these improvements, ruling out chance as the cause. These findings emphasize the value of simulation games in science education, boosting engagement, motivation, and understanding. The study encourages educators to integrate such technology into teaching, advocating for personalized learning, active methods, and ongoing innovation.

Teaching with business simulation games: Identifying and overcoming hurdles to adoption.

Although the use of business simulation games (BSG) in higher education has grown steadily, there are still many instructors who have never taught with BSG and their use in several academic disciplines remains very low. Existing research has primarily used quantitative surveys to identify the hurdles that prevent faculty from teaching with BSG. This article uses a focus group methodology to further investigate the obstacles to using BSG and subsequently applies a change management framework to identify levers that can be used to promote the use of BSG. The obstacles to adoption are classified into categories of suitability, risk and resources.
 Focus group participants expressed concerns over the suitability of existing BSG for their courses and the expected time required to identify, evaluate and prepare to teach with BSG. These factors made most focus group participants consider teaching with BSG as fraught with risk. In response, universities can encourage faculty to start using BSG in their teaching through the provision of resources, information and training, and through organizational adjustments such as incentives and flexibility to adjust course syllabi. A full range of measures is identified and the environmental contexts in which each one is likely to be effective are discussed. The individual levers that can bring about change have different environmental contexts in which they are likely to be effective.

SIMULATION GAME AS AN EDUCATIONAL TECHNOLOGY PROFESSIONAL TRAINING OF SPECIALISTS PUBLISHING AND PRINTING

The article deals with the peculiarities of using such an interactive educational technology as a simulation game in the educational process of a higher education institution. Approaches to defining the essence of this technology are generalized. It has been established that simulation games can be used as a pedagogical technology or one of the methods of active learning, in conducting social and psychological training, in solving production, social and psychological problems that a graduate may encounter in his or her professional activity. The classification of educational simulation games is presented. Their didactic potential is determined and possible options for building and structuring simulation games are revealed. The specifics of the use of simulation games in the professional training of bachelors of publishing and printing in higher education are considered. Their use will facilitate the rapid inclusion of students in the model of professional activity, allow them to take on different functional roles, identify the specifics of their characters' activities, interact in a simulated, but as close to real, production process, and most importantly, see and evaluate the final result of their work. The author's electronic resource with methodical instructions on the use of a simulation game. The experience of using the simulation game in the professional training of bachelors of publishing and printing is presented.

Impact of a Simulation Game (MASS) on the Undergraduate’s Experience and Performance in Triage Training–A Pilot Study

Introduction:The use of simulation games in education has been rising in recent years. Triage is not only a major content among the EMS (emergency medical services) but also a necessary skill for students to improve their first-aid ability. This study aims to investigate a game for education called MASS (movement, assessment, sort, and sending), which attempts to enhance students’ capability of disaster response.Method:A randomized controlled trial was conducted among students who took the course: “Understanding Disaster and Surviving Risk” during the term and volunteered to participate in teaching research from different faculties in Sichuan University. Participants were trained by using the simulation game or the online course before class. The simulation game is MASS, which uses virtual reality techniques to create a realistic 3D tanker explosion scene, and the online course is a Massive Open Online Course created by the teaching team. In the class, questionnaires with subjective and objective multiple choices were carried out after a discussion. With SPSS version 27.0, statistical significance among groups was determined by Mann-Whitney U-test for rank variables, Fisher’s exact test for binary variables.Results:73 students were included in this study, including 45 in the online course group and 28 in the simulation game group. The qualitative experience survey showed the two groups were significantly different in experience of disaster scene challenges, application scenes, and method of triage (P=0.031, 0.007, 0.031, respectively). Students in the simulation game group showed significantly better performance in knowledge acquisition including application scene of triage, key of the expectant’s assessment, and rescue condition for thoracentesis than in the Online game group (P=0.048, 0.020, 0.010, respectively).Conclusion:Simulation games can improve students’ experience and performance in triage training. Due to the unrepeatability of disaster, the study suggests that games can be used to conduct simulation education for disaster medicine.

Exploring relationships among students' computational thinking skills, emotions, and cognitive load using simulation games in primary education

AbstractBackgroundOwing to the exponential growth of three‐dimensional (3D) environments amongst researchers and educators to create simulation games (SGs) in primary education, there is a growing interest to examine their potential support in computer science courses instead of visual programming environments.ObjectivesThis study explores the relationships between students' learning performance, focusing on computational thinking (CT) and programming skills development, in association with their cognitive load (mental load and mental effort) and emotions (happiness, anger, anxiety, sadness) by playing SGs.MethodsA total of two hundred and ninety participants (n = 290) in fifth‐grade classes (10–11 years old) of Greek primary schools completed all pre‐and post‐intervention tests. A quasi‐experimental study was conducted over a 14‐week timetable course and in two comparison conditions, in which a SG was created by using OpenSimulator&Scratch4SL and Scratch for the experimental group (n = 145) and the control group (n = 145), respectively. To further investigate the effectiveness of the proposed SG in each teaching intervention, an exploration of relationships between students' learning performance, cognitive load, and emotions through multiple analyses, depending on correlation, t‐tests, correlation, and hierarchal regression was delivered.Results and ConclusionsThe findings indicate that the proposed SG created by using OpenSimulator&Scratch4SL positively affected students' emotions and cognitive load, whereas there was no significant difference in learning gain between the two groups.ImplicationsThe study provides empirical evidence on the effects of SGs on students' knowledge acquisition, highlighting the importance of considering both cognitive and emotional components in the design of these games. The findings also offer valuable insights for implications policy and practice.

METHODS OF FORMING THE COMMUNICATIVE COMPETENCE OF STUDENTS AS AN IMPORTANT CONDITION FOR THE EFFECTIVE PRESENTATION OF SCIENTIFIC AND RESEARCH ACTIVITIES

The article analyzes the concept of didactic methods and the conditions of their use in the process of forming students’ communicative competence as an important factor in their ability to effectively present their scientific and research activities. The division of methods of formation of communicative competence into passive, active and interactive methods is considered in detail. The advantages of using active methods are indicated, which is determined by the new tasks of school education — not only to give students knowledge, but also to ensure the formation and development of communicative competence, cognitive interests and abilities, creative thinking, abilities and skills of independent mental work. Special attention is paid to interactive methods of forming students’ communicative competence. The priority characteristics of such methods are named: a high level of students’ knowledge acquisition, the expansion of their cognitive abilities, active participation in the learning process, independence in solving problems, self-regulation of behavior, increased motivation, partnership between the teacher and students, positivity, optimistic assessment, etc. It is stated that in the process of using interactive methods of forming students’ communicative competence, it is necessary to clearly follow the algorithm of actions: to set a creative task based on educational information; organize work in a group and/or educational simulation game, conduct a general discussion — summary. It is argued that great opportunities for the formation of communicative competence and creative activity of students are represented by interactive games, the necessary condition of which is dialogic communication. Concrete examples of the use of interactive games are offered, in particular: simulation game (a certain activity is simulated), operational game (performance of specific actions is practiced), role-playing game (tactics of behavior are practiced), business theater (a certain situation is played out, the behavior of a person in this situation), game-reflection (the ability to analyze the situation, assess one’s own condition and the condition of another person, establish contact is practiced).

Comparisons of Synchronous and Asynchronous Discussions in an Online Roleplaying Simulation to Teach Middle School Written Argumentation Skills

In this study, different degrees of synchronous and asynchronous online social interactions are investigated in the context of an online educational roleplaying simulation game that is played across multiple classrooms simultaneously to teach argumentation skills and social studies. Results from 45 K–12 middle school social studies teachers and 867 students over 3 study conditions were compared based on the degree of real-time discussion that was embedded in each condition’s version of game (i.e., two scheduled live conferences, one scheduled live conference, and asynchronous-only interactions or zero live conferences). All conditions exhibited significant small to moderate-level pre-post effect sizes, including the condition featuring asynchronous-only discussions. Additionally, the “mid-range” 1 live conference condition exhibited the greatest pre-post effect size in comparison to the other two conditions. This study demonstrates evidence for the benefits of implementing asynchronous-only discussions in digital interventions in comparison to live discussions when synchronous interaction may not be feasible. For designers, implementing both asynchronous and synchronous interactions based on available resources and feasibility can be used to maximize social presence among participants in educational roleplaying games and other virtual learning environments.

Business Simulation Games in Higher Education: A Systematic Review of Empirical Research

Over the last few years, business simulation games (BSGs) in higher education have attracted attention. BSGs tend to actively engage students with course material, promoting higher engagement and motivation and enabling learning outcomes. Increasingly, researchers are trying to explore the full potential of these games with an upsurge of research in the BSG field in recent years. There is a need to understand the current state of research and future research opportunities; however, there is a lack of recent systematic literature reviews in BSG literature. This study addresses this gap by systematically compiling online empirical research from January 2015 to April 2022. We followed PRISMA guidelines to identify fifty-seven (57) papers reporting empirical evidence of the effectiveness of BSGs in teaching and learning. Findings showed that BSGs improve learning outcomes such as knowledge acquisition, cognitive and interactive skills, and behaviour. The review also summarises different issues concerning the integration of BSGs into the curriculum, learning theories used in the selected studies, and assessment methods used to evaluate student achievement in learning outcomes. The findings of this review summarise the current research activities and indicate existing deficiencies and potential research directions that can be used as the basis for future research into the use of BSGs in higher education.

Learners' Hierarchical Value Structures in Educational Simulation Games of Supply Chain Management

In the instruction of supply-chain management, the “Beer Game” has been proposed as a valid tool for the demonstration of bullwhip effect for learners. This study has been designed to investigate the cognitive structure of beer game learners' psychological “game attribute – personal consequence – target value” chains. With means-end chains theory as the theoretical basis, through game attributes including roles of supply chain, team work, customizable model variables, operation statement, providing information, and so forth, learners were able to benefit from the consequences including training organizational thinking, improve management performance, experience bullwhip effect, promote cooperation and interaction, inspire competitive mentality, and ultimately, pursue target values such as a sense of accomplishment, self-fulfillment, warm relationships with others, and excitement. The study also found all the subjects emphasized identical game attributes regardless of their prior knowledge of the bullwhip effect or the lack thereof, and the subjects also had identical salient chains.

Developing an Evaluation Framework for Analysing Educational Simulation Games

Despite the emergence of new methodologies for analysing and evaluating games using usability testing and heuristics evaluation frameworks, there is still lack of inclusive game heuristics for analysing educational simulation games. To address this, we conduct two case studies: professional critic game reviews and focus group interviews. We have looked at the effects of games on players’ gaming experiences in different gaming context (i.e. playing educational versus (vs.) entertaining simulation games). Findings show various game design similarities & differences between playing these simulation games. It also highlights game design issues. In this paper, we propose a new game evaluation heuristics model (GADDIE) that consists of Game Analysis (GA), Design (D), Development (D), Implementation (I) and Evaluation (E). These heuristics were compiled as a result of game design issues identified from the professional critic game reviews and the focus group interviews. On the basis of the data obtained it is argued that the GADDIE model could provide further guidance that leads on from previous research, since it encapsulates research findings, game design principles, human computer interaction, usability testing guidelines, educational perspectives and overall our experiences as educators and game researchers. Consequently, the proposed framework would support our ongoing research project in game evaluation process (educational vs. entertaining), and other researchers, more effectively.

Implementing Sustainability into Virtual Simulation Games in Business Higher Education

The paper aims to determine how sustainability can be implemented into virtual business simulators dedicated to higher education due to the need for raising environmental awareness among students. Climate and natural environmental changes caused by human activities require adjustments in society’s mindsets and activities, especially in the business-related sector, which makes the implementation of sustainability in business higher education of crucial importance. Virtual business simulators are innovative tools in business higher education. Their use, as a part of game-based learning, is attracting increasing interest, as this method allows us to understand interactions between business decisions and their results. In this paper, we present our case study of an IT-based business simulator, which includes aspects of sustainability, and the initial experience of a group of test students participating in the business game. The paper discusses the authors’ own IT solutions and the possibilities of implementing the concept of sustainability into business-oriented higher education. This paper proposed the manner of implementing sustainability, including pseudocodes, into a virtual business simulator. The results show how challenging it is to implement sustainability into game-based business education, as it increases the complexity of interactions among different aspects of running a business, including the goal of making a company more diversified.

Business simulation games: impact on SOLO taxonomy learning outcomes, learning performance and teamwork competency

Despite the increasing use of simulation games in business education, only few studies have explored the cognitive processes that learners employ while playing the game, with quite controversial results about the students’ learning outcomes. The current study analyses the impact of a Business Simulation Game (BSG) on the cognitive processes related to the “Structure of the Observed Learning Outcome” (SOLO) taxonomy. Moreover, overall learning performance and perceived teamwork competency have been investigated. A quasi-experimental pre and post-test design was applied. Eighty (80) university students played a marketing simulation game to practise a business marketing plan. The results showed a significant improvement in the unistructural and extended abstract levels of the taxonomy after playing the game. There was no significant difference in the multi-structural level while the effect on the relational level was negative. Also, a strong, positive correlation between perceived teamwork competency and learning performance was found. Implications for instructional designers and educators are discussed.

The effect of mobile business simulation games in entrepreneurship education: a quasi-experiment

PurposeDuring the current global epidemic, e-learning and mobile learning have been rapidly developed in the field of entrepreneurship education. The effect of these learning methods remains to be confirmed. The purpose of this paper is to explore the effect of mobile business simulation games in entrepreneurship education.Design/methodology/approachFrom May 2020 to July 2020, the authors adopted a quasi-experimental design to explore the effect of mobile business simulation games in entrepreneurship education. The authors set up an experimental group to participate in mobile business simulation games, with a total of 105 students, and set up a control group of 100 students. At the beginning and end of the experiment, data on entrepreneurial attitude, self-efficacy, entrepreneurial intention and other related variables were collected. Paired sample T-test and regression analysis were used to analyze the results.FindingsThe authors found that mobile business simulation games can improve entrepreneurial attitudes and self-efficacy, but cannot change entrepreneurial intentions. The paired sample T-test in the experimental group showed that the entrepreneurial attitude and entrepreneurial self-efficacy of the participants were significantly improved, but the entrepreneurial intention did not change significantly. The above three variables did not change significantly in the control group. The research results also show that flow experience is very important in mobile business simulation games, which can improve entrepreneurial attitude and entrepreneurial self-efficacy.Originality/valueThe authors’ findings confirm the positive effects of mobile business simulation games in entrepreneurship education, which can improve entrepreneurial attitudes and entrepreneurial self-efficacy. But the disadvantage of mobile business simulation games is that they cannot increase entrepreneurial intention. In addition, the flow experience needs to be valued in mobile business simulation games. The research in this paper has implications for how mobile learning can be used in entrepreneurship education during the COVID-19 pandemic. In addition, research is of great value on how mobile business simulation games can be improved.

Problem-solving processes in an educational construction simulation game

The growing adoption of educational simulation games in construction pedagogy has significantly impacted student learning. One game, the Virtual Construction Simulator 4 (VCS4), has been found to support student learning of how to solve complex construction problems. However, further research is warranted to evaluate the thinking processes that students engage while playing the game. This study examines those thinking processes by analyzing verbal protocols collected as students thought aloud while playing VCS4 game modules and resulting verbal protocols were coded to capture both cognitive and metacognitive operations. Patterns of thought revealed by this coding were then compared to the patterns expected based on the intentions of game design. The results show that students do generally exhibit the expected patterns. These findings support the claim that students engaged in complex higher-order thinking processes and skills, which evolved based on the types of construction projects.

Simulation games in business education: the experience of business simulation "Startup: the Limits to Growth"

The article reveals how simulations can be used in the teaching of management disciplines. Despite the high demand from students for interactive teaching methods, simulation games are still of a limited use in business education. This is largely due to the lack of high-quality simulation games, especially considering unique domestic simulations. The article reviews the author’s experience of teaching of “Startup: Limits to Growth” Simulation Game based on the agent approach to modeling in business education. By reviewing the outcomes of many simulation sessions, we analyze the key strategies of participants’ decision-making and their misperception of complex systems. We show that business game participants on average poorly perform the simulation even considering a rather moderate nature of complexity embedded in the game provided by a couple of feedback loops and delay effects. We suggest active use of business simulations in training of contemporary managers to develop their system thinking skills and to train their holistic analysis capabilities in business.

A paradigm shift for academia teaching in the era of virtual technology: The case study of developing an edugame in animal science

The lack of real-life experiences, such as handling livestock at a production facility (e.g., ranch), exists for a variety of reasons such as availability, liability, time, and cost, amongst others. As more students enter undergraduate animal science programs without prior exposure to animal handling, the necessity for more hands-on, real-life experiences has increased dramatically. Complementary, educational simulation games (edugames) might provide means to overcome the lack of “hands-on” experiential learning by providing similar interactions in a virtual context. The primary goal of this study was to document the design and construction phase of a virtual cattle-handling simulation (CowSim) edugame, and to analyse preliminary survey data. An association exists between students’ notion of cattle being mishandled (or not) depending on students’ previous opportunity to work with animals (χ2 P value = 0.0017). Furthermore, students with previous experience handling cattle did not feel more prepared to handle cattle after playing CowSim, but students with previous experience handling cattle indicated they learned more about cattle handling after playing CowSim. After playing the CowSim game, students were, in general, optimistic about their playing experience. They perceived the CowSim game was realistic enough to increase their preparedness towards handling cattle. Our findings suggested there is heightened interest was for the use of an edugame to help visualize difficult concepts. Virtual learning tools such as the CowSim edugame are essential for advancing animal science education through the integration of virtual technology. However, improvements are warranted in the CowSim to capture more realistic scenarios given the complexity of the simulation game.