Effects of Simulation-Based Learning and One Way to Analyze Them

Lohmann, Robert

doi:10.1080/15512169.2019.1599291

Cited by 15 publications

(6 citation statements)

References 28 publications

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“…For example, in the postfossilCities SG, players felt emotions such as frustration due to actions not decreasing GHG emissions as they expected. Unsurprisingly, learning through SGs have been found to be more effective than lecture‐driven learning, because they can trigger longer‐lasting memories and critical reflections of one's own attitudes (Bornemann et al., 2020; Gatti et al., 2019; Lohmann, 2020; van Eck, 2006; Wouters et al., 2013). Ultimately, by providing the “right” level of abstraction and applying Gestalt communication principles, SGs provide environments where players engage in an experiential and immersive process through which complex SEM systems and their dynamics can be understood more easily (Caluwé et al., 2008; Rodela et al., 2019; Ulrich & Zemp, 2019).…”

Section: Exploring the Link Between Sem Models And Sgsmentioning

confidence: 99%

Linking socio‐economic metabolism models and simulation games: Reflections on benefits and challenges

Roca‐Puigròs,

Gerber,

Ulrich

et al. 2024

J of Industrial Ecology

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Simulation models of socio‐economic metabolisms (SEM) are increasingly used to address questions regarding environmental issues. SEM studies often focus on target audiences such as researchers and decision‐makers by means of scientific articles, reports, and oral presentations. In this contribution, we study the linkage of SEM models and simulation games (SGs) (i) to widen the audience of SEM research to include the general public, who, through their lifestyles, contribute to the studied environmental issues, and (ii) to address the different audiences by means of interaction tools. We illustrate the link through a case study, the postfossilCities SG. Based on the case study, existing SGs, and literature, we identified that linking SEM models with SGs can facilitate (1) the accessibility of SEM models to wider audiences, (2) the communication and understanding of systems with complex dynamics, such as nonlinear behavior, through tools that trigger experiences and emotions, (3) the consideration of actors' dimension of physical systems, and (4) the robustness of SGs by having mass‐ and energy‐balance consistent representations of physical systems. Despite these benefits, linking SEM models and SGs is also bound to challenges, such as (1) the integration of approaches from different disciplines, (2) the high demand on time and financial resources, and (3) the balance between simplification and complexity. In order to facilitate the link between SEM models and SGs, and thus exploit the mentioned benefits, it is important to set‐up connections to game‐related communities and communities with long tradition of using SGs, and use existing game development methods.

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Section: Exploring the Link Between Sem Models And Sgsmentioning

confidence: 99%

Linking socio‐economic metabolism models and simulation games: Reflections on benefits and challenges

Roca‐Puigròs,

Gerber,

Ulrich

et al. 2024

J of Industrial Ecology

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“…In this sense, experimental policy simulations are a model-like imitation of a real system, which serves to gain a better understanding of complex system processes. Initial studies on this method show that learning success is highest when the participants themselves are active in a kind of roleplay [24]. Klippert developed ten ready-made simulation games on various issues, especially for school lessons [25], which we were able to use as a guide for our project design.…”

Section: Self-efficacy Through Active Climate Protection and Politica...mentioning

confidence: 99%

Empowering Students to Create Climate-Friendly Schools

Wagner,

Tholen,

Albert-Seifried

et al. 2024

Energies

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In Germany, there are over 32,000 schools, representing great potential for climate protection. On the one hand, this applies to educational work, as understanding the effects of climate change and measures to reduce GHG emissions is an important step to empower students with knowledge and skills. On the other hand, school buildings are often in bad condition, energy is wasted, and the possibilities for using renewable energies are hardly used. In our “Schools4Future” project, we enabled students and teachers to draw up their own CO2 balances, identify weaknesses in the building, detect wasted electricity, and determine the potential for using renewable energies. Emissions from the school cafeteria, school trips, and paper consumption could also be identified. The fact that the data can be collected by the students themselves provides increased awareness of the contribution made to the climate balance by the various school areas. The most climate-friendly school emits 297 kg whilst the school with the highest emissions emits over one ton CO2 per student and year. Our approach is suitable to qualify students in the sense of citizen science, carry out a scientific investigation, experience self-efficacy through one’s own actions, and engage politically regarding their concerns.

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“…The change to virtual lecture rooms offers new possibilities but also poses a higher demand for teachers to impart knowledge (Chod and Muck, 2015; Hamenstädt, 2019; Sloam, 2008). Some studies examine online or hybrid learning formats and specific e-learning tools more in-depth such as blogs (Arbia, 2014), use of video material (Hamenstädt and Hellmann, 2015) and podcasts (McMahon, 2019), inverted classrooms (Goerres et al , 2015; Lambach and Kärger, 2016; Lambach et al , 2017), simulations (Guasti et al , 2015; Lohmann, 2019; Plank et al , 2019) or project-oriented teaching (Best, 2017; Ruff et al , 2016). Also, some studies discuss effective methods for maintaining consistent online communication with students, to encourage participation and impart knowledge, e.g.…”

Section: Literature Reviewmentioning

confidence: 99%

Towards effective e-learning on sustainability: a case study-course on participatory processes in environmental politics

Perbandt

Heinelt

Nicolau

et al. 2021

IJSHE

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Purpose Distance universities are of great importance for establishing sustainability literacy, as they operate as multipliers for thousands of students. However, despite several advantages of e-learning environments compared to traditional class-teaching, there are still challenges regarding suitable e-learning tools and didactical models. The purpose of this paper is to evaluate the effectiveness of several e-learning tools on students’ knowledge and skills growth and to compare two learning paths, synchronous vs asynchronous, exploring how each affects the level of students’ knowledge achievement and skills acquisition. Design/methodology/approach The empirical analysis is based on an online course “Participatory processes in environmental politics”. International MSc and PhD students who enrolled in the course were from FernUniversität in Hagen (Germany) and Aberta University (Portugal). The course was designed as the flipped classroom, applying different e-learning tools and activities, some synchronous and others asynchronous. A pre- and post-evaluation questionnaire was applied to evaluate students’ knowledge and skills. Descriptive statistical analyses were carried out on this data. Findings Results showed that in the synchronous group, knowledge about theoretical approaches to citizen participation and sustainable environmental governance improved to a greater extent, whereas the asynchronous group showed greater improvement in nearly all skills related to intercultural communication and e-learning. Also, in the synchronous path, students enhanced their knowledge on “research application” to a greater extent. Originality/value Evaluating the effectiveness of different e-learning tools on students’ sustainability knowledge and information and communication technologies skills is a fundamental issue. The study discusses these issues, contributing to enhancing the use of adequate and grounded e-learning models on sustainable development in higher education.

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Effects of Simulation-Based Learning and One Way to Analyze Them

Cited by 15 publications

References 28 publications

Linking socio‐economic metabolism models and simulation games: Reflections on benefits and challenges

Linking socio‐economic metabolism models and simulation games: Reflections on benefits and challenges

Empowering Students to Create Climate-Friendly Schools

Towards effective e-learning on sustainability: a case study-course on participatory processes in environmental politics

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