I understand the methods discussed, but more resources would have been helpful.
When deciding to use games and/or simulations in elearning, be sure to properly plan and provide enough time to create the best learning opportunities. Keep the learner in mind and choose the appropriate tools and wording. Do not just add bells and whistles to be fancy, make sure they have a purpose that will enchance learning.
I have learned that I probably need to enter the 21st century and use games and simulations to enhance my students' experiences. In addition, I can think of applications and concepts that students often struggle with that can be simplified and reinforced through the use of games. I'm looking forward to learning just how to do this!
The term game can be very intimidating - especially when time is an issue for both the online class and my instruction preparation time. I plan to finish this training in hopes that answers to specific "How To" will be discussed.
Games can be used to connect specific content and skills with a friendly environment where the learner is able to play, probe, make mistakes and learn.
This is a great discussion and topic to engage learners in an online environment, especially one that is asynchronous. We are using a simulation in one of our introductory business courses that requires students to build a bicycle company from the ground up. Students can select what part of the market they want to address, how to design and market their product, etc. This also seems to be a good method for cybersecurity students by pitting red and blue teams attacking and defending against cyberattacks.
Games help motive and enhance the learning settings.
While games may make content more interesting does the outcome (retention of content) improve. Inputting and making the games are very time consuming as stated.
In my coding classes I'd like to use simulations that will allow my students to create solutions for problems. However, these simulations must be planned specifically for my student population.
I like games. The problem is to find a well designed game that addresses the objectives accurately and at an affordable price.
I have learned many chaaracterisitcs of gaming and simulations, their similarities and differences. I've learned it is probably better to call it an immersive environment to get it authorized and take advantage of the practice opportunity, increased engagement, and therefore increased retention that games provide. However, in my own practice, I seldom use them because of the time constraints of developing them. For instance, a siimple branching scenario game requires extensive wireframing of responses, feedback and navigation before even going to a developer, who programs extensively. Setting up the environment can be very media-intensive. I find it most helpful to use elements of gaming or simulation in brief interactions.
I would love to use more gaming in my classroom, but it i hard to find the resources that line up with my cirriculum. I spend more time looking for the right resource then I do teaching and re-inforcing the concepts. The "time" factor is real!
I try to use gaming often but find that using the same type over and over probably is boring for the students. I'd like to have more options available and be creative in their use. I understand better that using a simulation or game reinforces the learning, does not replace the learning.
I like how the training talked about real world applications. Specifically about the workplace, and how serious games could help learners become more adaptable in the real world workplace. The traditional classroom is very structured, and may not teach learners about adaptability while producing quality work.
Given the global shift to online learning, games and simulations will be more important than ever in filling the knowledge gaps created by this transition. If learning cannot occur in the traditional classroom, we will need a new set of tools to compensate for the deficits inherent in the absence of face-to-face instruction.
Just the word game can be a barrier to overcome, as some people think that it is not the main learning objectives. They think of a game as being a frivolous activity, and fail to realize that it can help in the learning process. Others may have barriers such as funding, as not every school has the budget to allow for some of the expensive gaming activities.
Some instructors/teachers are hesitant to incorporate gaming/simulations in their lesson plans, however, the results can be rewarding. For CTAE courses, simulations would be helpful.
I like to let my students create review games for upcoming exams using platforms such as Kahoot!, Jeopardy, and Who Wants To Be A Millionaire? So far, I have learned that this is an affective method. I hope to learn about other platforms that allowing for educational gaming.
I love the idea of incorporating games into my lesson plans....I just need more free online resources!
Games/simulations can enhance learning in multiple ways and help reach each individual at different levels. It could also provide the opportunity for other students to learn by assiting those who seem to be having difficulty in specific areas.
