The Effect of Simulations and Games on Learning Objectives in Tertiary Education: A Systematic Review

Abstract

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.

The effect of games and simulations on higher education: a systematic literature review

“…Games allow practitioners to quickly come to grips with the way in which learning activities, outcomes, feedback and roles may vary, as well as to enhance the in-game learning experience. Similarly, the systematic review of 64 articles by de Smale, (2015) concludes that there is a positive or neutral relationship between the use of simulations and games and learning achievement. The researchers arrive at three recurring conditions for the successful use of simulations and games: the specificity of the game, its integration in the course, and the role of a guiding instructor, which are all conditions in line with Bellotti et al (2013)'s results.…”

“…Regarding behavioural outcomes, few reviews have been conducted, showing that games offer a plethora of opportunities for collaborative learning, enhance interactivity and feedback among players, and develop social and soft skills as well. Some other studies contradict these findings, in a way that they do not reveal positive effects of games (Young et al, 2012;Girard et al, 2013;Merchant et al, 2014), or reveal a rather neutral effect (de Smale et al, 2015). In these reviews, games and simulations appear to have some or no positive effects on knowledge and skills acquisition when comparing with traditional instructional methods.…”

Gaming the system: building an online management game to spread and gather insights into the dynamics of performance management systems

“…Games are fun, interactive, and can be played when and wherever you want. Importantly, however, while serious games can be powerful teaching tools, they ultimately rely (1) on the role and involvement of the teacher, (2) on the specificity of the game in relation to the learning objectives, and (3) on the quality of the offline debriefs with the teacher to achieve lasting learning outcomes (De Smale et al 2015; see also Crookall 2010). Any game about performance management would have to work with both the strengths and limitations of this teaching method.…”

“…This article explores to what extent an online management game could form an additional tool for teaching and researching performance management. Educational games provide an extra teaching method through individual immersion and experience (Connolly et al 2012;De Smale et al 2015), while also providing an additional way for gathering data by reaching bigger audiences while tracking individual choices (Mayer et al 2014). This reflection is based on our experiences building a free online game placing players in the management seat of a hospital department.…”

Psychoeducational Groups With Simulation Game Technique to Improve Student’s Self-Control

“…Simulations and games are widely used in academic programs [13]. Games are a popular alternative for developing useful learning media in the classroom [14]. The game was proven that students better understand the problem strategy and apply it more broadly [13].…”