Alternatives to traditional instruction: Using games and simulations to increase student learning and motivation

Abstract

This study explores the effects of games and simulations in the communication classroom. Past research has suggested that games and simulations improve student motivation, affective learning, and cognitive learning. However, Jew studies have empirically tested this relationship. Based on responses from 90 undergraduates, results support previous research that games and simulations increase student motivation and cognitive learning beyond traditional instructional methods. Results also suggest that games and simulations are similarly effective to traditional instruction in promoting students’ affective learning. We discuss the implications of these findings for educational contexts. © 1998, Taylor & Francis Group, LLC.