Volume 3 Month 2 Day 18- Simulations and Games in Classroom

by Deepshikha Singh

| Classroom Management, Education and technology, teaching and learning

February 18, 2010

Simulations and games activities can be most useful as teaching tools. Indeed, they provide a variety of learning opportunities in the classroom. Such activities can create interest and relieve tension in difficult curriculum areas. Furthermore, students often find simulations and games fun.

Simulation is the presenting of an artificial situation or event that represents the reality but that removes the risk to the individual involved in the activity. Simulations can be viewed as models of what exists or might exist under manageable and controlled conditions.

Two basic types of simulations can be used in the classroom: human simulations and person-to-computer simulations. Human simulations are usually conducted in the form of role-playing and sociodramas, whereas person-to-computer simulations often take the form of simulation games.

What is the distinction between a simulation and a game?

There is no clear-cut answer to this question. Usually, games are played to win, whereas simulations need not have a winner. In fact, in some simulations, it is difficult to determine whether there are winners or losers. Regardless of the label, simulations and games are similar in that there are roles that must be assumed and specific types of activities for the participants. In addition, the purpose of a simulation is to encourage students to act out the behaviours and express in their own words the actions and arguments behind an issue. Thus, whether an activity is a simulation or a game is often a matter of semantics.

Role-playing is the acting out of roles in re-creating historical or future events, significant current events, or imaginary situations (Gilstrap & Martin, 1975, p. 87). The role-playing student tries to “become” another individual and, by assuming the role, to gain a better understanding of the person, as well as the actions and motivations that prompted certain behaviours. Role-playing usually involves a structure, a stated issue to be resolved, and, in some cases, a winner or losers. Essentially, the idea is to become the individual being played as much as possible and, by re-creating the person’s actions, to gain a better understanding of the person and the related motivations. A role-playing simulation may involve a limited number of individuals in one-to-one interactions or several students in small group interactions.

Role-playing is often used for teaching citizenship responsibilities and for group counseling. It gives students opportunities to study human behaviours. Students can explore their feelings, gain insights into the perceptions and attitudes of others, and develop their problem-solving skills. Teachers often use role-playing to facilitate learner involvement and interaction in the process of decision-making. It teaches the process of decision-making. It teaches students to learn through dramatization.

Role-playing can also be a group of technique that may include almost any number of participants, depending on the purpose. Role-playing commonly consists of three components: the situation, the role-playing, and the follow-up discussion.

The role-playing episode should be a spontaneous acting out of a situation or an incident, which in the process fosters a deeper understanding of the associated actions, motives, and behaviours. You should give students a thorough briefing or detailed preparation regarding the situation prior to the episode. For example, students can assume the role of Einstein and reenact the development of his theories, or they can reenact the writing of the Declaration of Independence, or they can assume the role of Shakespeare in the Globe theatre. Indeed, students can bring to life scenes from scientific discoveries, scenes from short stories or plays, events from the lives of different people, courtroom dramatizations, legal-ethical situations, mock town meetings, or Parliament sessions. Whatever, the episode, describes the situation in detail to your students and set clear guidelines.

A debriefing session should follow any role-playing episode with respect to the values and behaviours of the participants, as well as the consequences of the actions.

The sociodrama is a form of role-playing. But, it differs in that it focuses on how a group solves a problem; that is, alternative solutions to problems of concern to the total group are explored. For example, the problem may be related to an issue before a town meeting or a family problem.

Educational Games involves students in decision-making roles in which they compete for certain objectives according to specified rules. Thus, educational games should reflect society; they should offer students the opportunity to experience roles that are common in life. The competitive nature of games, however, should be kept in perspective. One of the best known educational games is Monopoly, a simulation board game of the real estate business.

The use of computer simulations and games is increasing. Computer games are now familiar to everyone; they are often played on home computers and in many classrooms. They come in a myriad of formats, with the majority of those appropriate for the classroom involving hand-eye coordination (such as Pac-Man) or problem-solving abilities (such as Dungeons and Dragons). Indeed, computer games can function as an excellent motivational device when the chance of playing a game is contingent on doing one’s work.

The use of simulations and games offers many benefits:

1. They actively involve students in their own learning
2. They provide immediate feedback to students
3. They enable students to practice communication skills
4. They create a high degree of interest and enthusiasm
5. They allow teachers to work with a wide range of student capabilities at the same time
6. They promote and reward analytical and critical thinking
7. They allow experimentation with a model of the real environment

Basic to any teaching strategy is its motivational value. Simulations and games appear to be quite effective as motivational tools. Students think they are fun, and they even learn.

Several limitations have also been voiced regarding the use of simulations and games:

1. They demand a great deal of imagination on the part of the teacher and students
2. They often screen out critical elements; for example, the driver education simulator often does not include traffic, noise, and the presence of others
3. The expense involved in obtaining commercially produced simulations and games can be great
4. Relationship often develop between the teacher and students that are too informal , which can lead to management problems

These limitations can be overcome by proper planning. The use of simulations and games offers too many special opportunities to be ignored.

Some of the best simulations and games are those designed by teachers, who develop and adjust the activities according to their students’ needs.

In using simulations and games, a teacher must be familiar with the desired roles, rules and conflicts to be followed or addressed. In the case of games, you would be wise to play the game yourself first. In addition, it is a good idea to prepare handouts, materials and guides for students.

 

Reference

Gilstrap, R.L., & Martin, W.R.(1975). Current Strategies for teachers: A resource for personalizing education. Pacific Palisades, CA: Goodyear.

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