Katelyn Brissey Research Synthesis June 25, 2013 EDET 755

Use of Simulations and Games in Distance Learning

Using simulations and games in a practical sense for distance education has always sparked my interest. The following research articles explain the various ways that simulations and games could be and have been used. Simulations and games could be used without any noticeable results, but some research shows, if used practically, simulations and games can be effective in academic results and student motivation. 1. Bidarra, J., Rothschild, M., & Squire, K. (2011). Games and Simulations in Distance Learning: The AIDLET Model. Computer Games as Educational and Management Tools: Uses and Approaches (pp. 67-83). Hershey: Information Science Reference. This was actually a chapter in a book, but it discussed the different approaches of the use of games and simulations in education. The biggest problem that the authors found was bridging the gap between the technologies that the students have versus the technologies that the teacher has, and of course, the cost of bridging that gap. The authors then split up the types of games into categories: edutainment, serious, location aware, etc. The game types listed should be familiar to anyone who has played games for entertainment, but the authors propose that you can integrate at least some of these types into a distance based classroom easily. The chapter then discusses the AIDLET model for the selection of games in an online, distancelearning environment. From what I gather, this is something that the authors feel would be beneficial, but some things would be too costly right now. 2. Aldrich, C. (2001, September). The state of simulations. Online Learning, 5(8), 52. Retrieved from http://go.galegroup.com.library.usca.edu:2048/ps/i.do?id=GALE%7CA 79353091&v=2.1&u=uscaiken&it=r&p=AONE&sw=w ERIC. EBSCO. Web. 25 June 2013. This article discusses fully immersive simulations as opposed to games. The author decided to focus on simulating professionalism soft skills. This is something that interests me because we have professionalism as a monthly class for students on my campus. The author spoke to several leaders of various companies to ask about how the simulations have affected their employees. He finds out that the technology they use and what type of subject matter experts they prefer. The leaders also talk about which games helped their employees learn problem solving skills and making tough

choices in open world environments. Because this is an old study, it's difficult to say whether any of the leaders would change their minds. 3. Brown, T. (2011, January 1). Learning in a Massively Multiplayer Online Role Playing Game: The Development of Government Leadership Competencies and Performance Elements. ProQuest LLC. ERIC. EBSCO. Web. 25 June 2013. This is a dissertation that focuses on learning in MMORPG (Massively Multiplayer Online Role Playing Game) environment. This is comparable to games like World of Warcraft where there are many users, a direct quest, but also the ability to interact with other users to solve problems. There were three case studies conducted here with middle-aged adults who participated in a MMORPG to measure behavioral changes in leadership. They cited that the simulation allowed them to make mistakes that helped them learn, but were not permanent. The study calls for additional research, but believes that MMORPGs in a learning environment can improve thinking skills. 4. Rosa, M. & Lerman, S. (2011). Researching Online Mathematics Education: Opening a Space for Virtual Learner Identities. Educational Studies in Mathematics, 78(1), 69-90. ERIC. EBSCO. Web. 25 June 2013. This is an article that focuses on combining inherent elements of online learning and matching them up with inherent elements of games, namely role-playing games. The author also focuses on mathematics education and how that can be integrated into an online RPG environment. The goal is to make mathematics more relevant in a social context, one that students are more likely to relate to. Students were presented with a prompt about a woman who is trying to manage her property. The simulation requires students to work together with each other and non-playable characters to figure out what mathematics would be used to help her. 5. Papastergiou, M. (2009). Online Computer Games as Collaborative Learning Environments: Prospects and Challenges for Tertiary Education. Journal of Educational Technology Systems, 37(1), 19-38. ERIC. EBSCO. Web. 25 June 2013. This is a study that focuses on online games in a higher education or vocational education environment. This study combines the constructivist environment of a vocational school with a game or simulation that can provide that same experience in an online environment while also increasing student motivation and collaboration. The study also looked at the cost of making this possible. The study looks at several simulations and games in comparison to a traditional learning experience. It was determined that the games should make the learners work toward a goal through challenges, experiments, and collaboration. Students

responded to the simulations and games positively overall. They felt more motivated and their engagement increased. 6. Weinstein, M. (2011). Focus on Games & Simulations: Trends+Technologies+Case Studies. Training, 48(6-), 51-58. ERIC. EBSCO. Web. 25 June 2013. This article focuses on the technical aspects of today's online simulations and games. The first part goes into how graphics have changed and how higher end graphics are able to run on more machines. The article then talks about how mobile applications are just as important and popular, as can be seen in the popular game Angry Birds. The article cites this as proof that simple graphics can be just as effective and more cost effective as high-end graphics. The article also predicts that mobile gaming will someday be a huge part of the educational environment. The article talks about how currently, many educators use Jeopardy and matching games to determine knowledge, but acknowledges that these games do not provide any real value. Finally, the article talks about how simulations are the next big things, and how learning through social media will also be a huge hit in the educational world. 7. Bidarra, J. & Martins, O. (2011). Exploratory Learning with Geodromo: Design of Emotional and Cognitive Factors within an Educational CrossMedia Experience. Journal Of Research On Technology In Education, 43(2), 171-183. ERIC. EBSCO. Web. 25 June 2013. This is a paper that focuses on a multimedia system called "Geodromo." It is meant to be a robotic multimedia simulator that helps students learn geology, climatology, biology, and archaeology. Geodromo takes learners on an immersive experience through the Portuguese National Park without actually taking them there. It adds in the ability for students to go back in history and see what the park looked like as well as provides images for the parts of the park that no one can go to. This and some other features make Geodromo a better alternative to actually going to the park. The authors used the four principles of exploratory learning, so that students will take control of their own learning. In the actual test of the product, there were some technical difficulties, so the researchers decided that there needed to be adjustments and more studies before actually implementing this product. 8. O'Connor, D. L., & Menaker, E. S. (2008). Can Massively Multiplayer Online Gaming Environments Support Team Traning? Performance Improvement Quarterly, 21(3), 23-41. ERIC. EBSCO. Web. 25 June 2013. This is an article that wants to know if team training can benefit from multiplayer online games. The article starts by acknowledging that there is no true evidence that learning through games is better than other models. Like a previous article, the author discusses some different types of games and explains how learners can gain

knowledge through them. The authors also explain how in a multiplayer context, you have to have the collaboration of other players in order to complete a task. In real world scenarios, you can likely get around having to work with others in many scenarios. The article seems to repeat many themes of online learning in general when it comes to the collaboration aspect. 9. Young, M., Schrader, P. G., & Zheng, D. (2006). MMOGs as Learning Environments: An Ecological Journey into "Quest Atlantis" and "The Sims Online". Innovate: Journal Of Online Education, 2(4). ERIC. EBSCO. Web. 25 June 2013. This article focuses on two games "Quest Atlantis" and "The Sims Online." The article begins by putting these games in a framework that works for education. The article cites motivation and enthusiasm as huge keys for effective learning. The article also states how games being multiplayer, creative, collaborative, challenging, and competitive fulfill many different educational pedagogies. This article explains how games like The Sims do not always have one linear goal, there are many different challenges incorporated into the game so that every step is a learning experience. The Atlantis game has similarities, but also focuses on interacting with other participants. 10. An, Y., & Bonk, C. J. (2009). Designing Digital Game-Based Learning Environments. Techtrends: Linking Research And Practice To Improve Learning, 53(3), 43-48. ERIC. EBSCO. Web. 25 June 2013. This article talks about the need for gaming in learning. It addresses the fact that learners today want quick payoff, multitasking, graphics, and the Internet among other things. It cites research that states that learning can occur in informal game scenarios. The article lists 12 things that can create games that students can learn from. Among those 12 things, I see a lot of parallels with online learning in general. Interaction, exploration, and learning through doing are just a few ways that online and distance learning can be effective. After explaining the 12 items, the article closes up as being pro-gaming in educational environments. 11. Hewitt, A. M., Spencer, S., Mirliss, D., & Twal, R. (2009). Preparing Graduate Students for Virtual World Simulations: Exploring the Potential of an Emerging Technology. Innovate: Journal of Online Education, 5(6). ERIC. EBSCO. Web. 25 June 2013. This article focuses on graduate students and preparing them for virtual world simulations. The authors determined that every virtual exercise should be realistic, collaborative, problem-based, and provide new knowledge when needed. The researchers chose Play2Train as a virtual world platform. In this platform, the students all met in groups in a virtual location and assigned roles to each member of the group. This is a huge part of online education anyways, so I think it's neat that students can do that in a simulated environment. The study found that not many adult graduate students are completely familiar with virtual worlds and that there

were technological discrepancies with distance education students who were participating with inadequate computers and/or Internet access. 12. Bonk, C. J., & Zhang, K. (2006). Introducing the R2D2 Model: Online Learning for the Diverse Learners of This World. Distance Education, 27(2), 249-264. ERIC. EBSCO. Web. 25 June 2013. This article mostly focuses on a model for distance education in general called R2D2, which stands for reading, reflecting, displaying, and doing. Online simulations and games can fulfill the "doing" quadrant. The article cites that students can experience historical events in simulations. The article seems to miss the fact that all four quadrants can be contained in a truly immersive simulation environment, but it does mention simulations as an important tool for learning. 13. Sahin, S. (2006). Computer Simulations in Science Education: Implications for Distance Education. Online Submission, http://www.eric.ed.gov/PDFS/ED494379.pdf ERIC. EBSCO. Web. 25 June 2013. This is a paper that discusses using computer simulations in science classrooms, and discusses what this means for distance education. This paper addresses that simulations give more students the ability to participate in hands-on learning without the cost of lab supplies or the danger that comes with working in a lab. They also determined that simulations could help students work with the basic scientific method. For distance learners, simulations are very appealing in that the school does not have to ship out lab supplies to each student or area. Simulations hosted online are more cost effective, but the technologies of the students have to match the instructor's. 14. Blake, C. C., & Scanlon, E. E. (2007). Reconsidering Simulations in Science Education at a Distance: Features of Effective Use. Journal Of Computer Assisted Learning, 23(6), 491-502. ERIC. EBSCO. Web. 25 June 2013. This article also discusses science simulations in distance education, but does so more in depth. The article discusses three simulations that have been studied: The Driven Pendulum, The Double Slit Experiment, and Evolve. The authors determined that the three major features of successful simulated distance learning include student support, multiple representations of the content, and adaptability to students' learning styles. In addition to those, the simulations must also be realistic and discussions must be encouraged. 15. Beckem, J., & Watkins, M. (2012). Bringing Life to Learning: Immersive Experiential Learning Simulations for Online and Blended Courses. Journal of Asynchronous Learning Networks, 16(5), 61-70. ERIC. EBSCO. Web. 25 June 2013.

This paper focuses on higher education institutions' challenge to provide affordable solutions to students' learning. The paper uses data from a study done at the State University of New York. They found that simulations increased student engagement and also promoted higher order thinking skills. The authors find that the common element in all learning theories is that the focus is on the learner, and that learning has to be relevant, interesting, and practical. Other positive aspects of simulations included that they could be available anytime, it allows students to use hands on learning, and that it's personalized for each student. 16. Connolly, T., & Stanfield, M. (2006). Using Games-Based eLearning Technologies in Overcoming Difficulties in Teaching Information Systems. Journal Of Information Technology Education, 5, 459-476. ERIC. EBSCO. Web. 25 June 2013. This article focuses on using games in e-learning environments to teach information systems. Games based e-learning is defined as being only on the computer while games based learning is about any game whether that be board game, card game, or online game. The authors cite motivation as being a key to learning, and that intrinsic motivation can be promoted by online games, and that it can provide greater retention and attention. They also argue that games based e-learning is founded on the theories of constructivism, cognitivism, problem-based learning, and situated learning. 17. Murphy, K. L., & Gazi, Y. (2001). Role Plays, Panel Discussions, and Simulations: Project-Based Learning in a Web-Based Course. Educational Media International, 38(4), 261-270. ERIC. EBSCO. Web. 25 June 2013. This study is primarily about project-based learning in e-learning environments. Students used simulations in the management stage. Students used collaboration and role playing in order to put the students in a real-world scenario. While not heavily technical, the same elements of online simulations seemed to apply here. The researchers call for more research to be done between classes of all types and levels. 18. Nickerson, J. V., Corter, J. E., Esche, S. K., & Chassapis, C. (2007). A Model for Evaluating the Effectiveness of Remote Engineering Laboratories and Simulations in Education. Computers & Education, 49(3), 708-725. ERIC. EBSCO. Web. 25 June 2013. This is another article that focuses on science classes and lab experiments in a simulated environment. The argument is that virtual, remote labs will be just as effective as physical lab scenarios. The technological requirements are laid out in the article as well as descriptions of how experiments can take place.

19. Burgess, M. L., & Caverly, D. C. (2009). Techtalk: "Second Life" and Developmental Education. Journal of Developmental Education, 32(3), 42-43. ERIC. EBSCO. Web. 25 June 2013. This article discusses the program Second Life, which I've seen come up in a number of the articles listed here. Second Life is considered a Massive Multiuser Virtual Environment. This is a bit different than an MMORPG because it is considered more immersive almost as if it were a second life. It can be used to teach students in a different environment. This can be an environment that students may be more comfortable with, and certainly one that would be appropriate and exciting for distance learners. 20. Linser, R., Ree-Lindstad, N., & Vold, T. (2007). Black Blizzard: Designing Role-Play Simulations for Education. Online Submission, http://www.eric.ed.gov/PDFS/ED500156.pdf ERIC. EBSCO. Web. 25 June 2013. This last article focuses on a role-play simulation called "Black Blizzard." It recognizes that many instructors do not have the skills to create online simulations and games that would be appealing to students. This is something that the other articles did not address. In this study, students seemed to enjoy having control over various options, but the authors concluded that Black Blizzard needed to be tested across various age groups and learning levels before making any final claims. Conclusions Simulations and games seem to be becoming more and more popular with instructional design researchers, but not enough conclusive data is out there to prove whether or not simulations and games are the best thing for all learners. From the articles that I reviewed, however, simulations and games that are practical and immersive seem to have a positive effect on distance learners who cannot have that face-to-face interaction. Implementation would be the biggest problem because the instructor usually does not have control over what technology the student can possess. In my personal opinion, I think that if the technology is up to date and the instructors are trained in the game or simulation appropriately, that they could be much more effective than traditional learning. Students seem to gain an intrinsic motivation from playing simulations and games for entertainment with no real reward. If we can combine games and simulations with education, students will not only have intrinsic motivation, but they'll also come away with real world skills and confidence in what they can do. It's exciting to me that there is a very real possibility that educators can make students want to learn. That would be revolutionary, and I'm sure it could only mean good outcomes for academic success.