Using Cognitive and Affective Metrics in Educational Simulations and Games

In recent years, many business education programs have focused on the development of competences, instead of knowledge transfer. For this reason, various innovative training approaches were adopted, including educational simulations. The increasing availability of the simulation resources also contributes to the proliferation of simulation in business education curricula. The chapter presents how the simulations were introduced in a Master degree program on Project Management, in project planning and controlling module. The Master program has a blended-learning approach, which nicely fits to the simulation requirements. The simulations are based on an agent-based model of the project resource leveling process, part of the project planning and scheduling topic. The authors made several evaluations of the students’ results before and after the simulations. The main conclusion of the experiment is that the educational simulations improve the competence development process, only if they are properly designed and performed.

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Educational Simulations

Design and Implementation of Educational Games ◽

10.4018/978-1-61520-781-7.ch003 ◽

2010 ◽

pp. 32-46 ◽

Cited By ~ 1

Author(s):

David A. Guralnick ◽

Christine Levy

Keyword(s):

Case Studies ◽

Development Process ◽

Current Work ◽

Design And Development ◽

Educational Value ◽

Effective Learning ◽

Educational Simulations ◽

Success Stories ◽

Simulation Based ◽

Learn By Doing

Learn-by-doing simulations can provide tremendously effective learning. This chapter examines previous and current work in the area of educational simulations and looks ahead toward several potential futures in the field. The chapter includes a number of simulation-based success stories and case studies from past years, along with a discussion of why they worked as well as what could have been done better. It also describes approaches to ensure that a simulation is educationally effective while still being engaging and even entertaining. In addition, the chapter includes a design and development process that can be followed in order to maximize the educational value and usability of a simulation.

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Computer Simulations and Scientific Knowledge Construction

Gaming and Simulations ◽

10.4018/978-1-60960-195-9.ch104 ◽

2011 ◽

pp. 57-74

Author(s):

Athanassios Jimoyiannis

Keyword(s):

Computer Simulations ◽

Scientific Knowledge ◽

Knowledge Construction ◽

Pedagogical Issues ◽

Educational Effectiveness ◽

Educational Simulations ◽

Research Findings ◽

Basic Characteristics ◽

Simulation Environments

In this article, the basic characteristics of scientific and educational simulations are discussed. Research findings which support their educational effectiveness are presented, and emphasis is placed on the pedagogical issues of designing and using simulation environments aiming at facilitating students’ engagement and active knowledge construction.

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Using Brunerian Learning Theory with Educational Simulations to Teach Concepts

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie ◽

10.21432/cjlt27586 ◽

1986 ◽

Author(s):

Laura R. Winer ◽

Richard F. Schmid

Keyword(s):

Learning Theory ◽

Cognitive Processes ◽

Theoretical Approach ◽

Spatial Visualization ◽

Task Demands ◽

Individualized Treatment ◽

Instructional Designers ◽

Educational Simulations ◽

Single Process ◽

Process Oriented

The present study maintains that consistently effective leaming materials can best be generated if the prescriptions instructional designers use are founded on learning theory. It is also considered critical that cognitive processes central to the task demands and strategies employed to address them be established. To be practical, we further recommend that only a single, process-oriented lesson, rather than individualized treatment, be implemented. Instructional simulations met these criteria, being tightly bound to Bruner's theoretical approach, and inherently capable of addressing aptitude deficiencies. Subjects were assessed for spatial visualization ability, grouped, randomly assigned to simulation or non-simulation treatments, and tested immediately, one week, and five weeks after instruction. The simulation significantly increased the high-aptitude learners' efficiency (and initially effectiveness), and low-aptitude learners' effectiveness. The validity of a theory-based, aptitude-enhancing, standardized approach was supported, and is discussed.

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Operationalization of an Expanded Anteroom in a COVID-19 Dedicated Hospital, South Korea

10.20944/preprints202012.0485.v1 ◽

2020 ◽

Author(s):

Soonyoung Shon ◽

Hwasook Cho ◽

Minseo Sung ◽

Jinyoung Kang ◽

Younsuk Choi ◽

...

Keyword(s):

Infectious Diseases ◽

Healthcare Providers ◽

Air Purification ◽

Protective Equipment ◽

Equipment Management ◽

Entry And Exit ◽

Educational Simulations ◽

Spatial Composition ◽

Working Groups ◽

Dressing Room

Infection control among patients is critical for diseases like COVID-19. The concentration of patients in a few facilities burdens healthcare providers and the healthcare system. This study examined the operations of an extended anteroom in a dedicated COVID-19 hospital. It presents issues to consider in the deployment and operation of an extended anteroom through discussions by expert working groups. The subjects covered included efficient space, staffing, equipment management, and education. The process involved wearing personal protective equipment (PPE; in this case, Level D), and if necessary, wearing additional powered air purification respirators (PAPR), after moving from the preparation room to the dressing room, and when entering the hospital through the entrance passage. When leaving the hospital, personnel used a mandatory exit-only passage; in the dressing room, they undressed, and then went outside, in this order. The efficient spatial composition of the anteroom facilitated entry and exit and the separation of contaminated areas and non-contaminated areas using colors and lines. It is necessary to develop operational guidelines for hospitals that treat infectious diseases and conduct research to improve care. The study indicated the need to develop educational programs and use educational simulations to address regionally spread infectious diseases

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