Abstract
The growing popularity of simulations and games invites the production of insights that help academic teachers to use simulations and games in their courses. This article clarifies positive conditions to use simulations and games in tertiary education. Based on a systematic review of literature we tentatively find a positive or neutral relationship between using simulations and games and achieving learning objectives. Also, we find three recurring conditions for successful use of simulations and games: the specificity of the game, the integration in the course, and the role of a guiding instructor. Finally, we express the strong need for a scientific framework to measure effectiveness of simulations and games.
Cite
CITATION STYLE
de Smale, S., Overmans, T., Jeuring, J., & van de Grint, L. (2016). The effect of simulations and games on learning objectives in tertiary education: A systematic review. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 9599, pp. 506–516). Springer Verlag. https://doi.org/10.1007/978-3-319-40216-1_55
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