the effects of active learning environments: how simulations trigger affective learning

Jones, Rebecca; Bursens, Peter

doi:10.1057/eps.2015.22

Cited by 52 publications

(29 citation statements)

References 34 publications

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“…There has been an impact evaluation across subject disciplines, such as Computer Science (Strycker, 2016), Engineering (Chaves et al, 2015), Physics (Adams, 2016), Medicine (Dankbaar, 2016), Nursing (Sarabia-Cobo, 2016), Management (Geithner & Menzel, 2016), Political Sciences (Jones & Bursens, 2015), Education (Ke, 2015), Languages (Franciosi, 2016), and Social Sciences (Cózar-Gutiérrez & Sáez-López, 2016).…”

Section: Cognitive Outcomesmentioning

confidence: 99%

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

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

497

265

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The focus of higher education institutions is the preparation of future professionals. To achieve this aim, innovative teaching methods are often deployed, including games and simulations, which form the subject of this paper. As the field of digital games and simulations is ever maturing, this paper attempts to systematically review the literature relevant to games and simulation pedagogy in higher education. Two researchers collaborate to apply a qualitative method, coding and synthesizing the results using multiple criteria. The main objective is to study the impact of games and simulations with regard to achieving specific learning objectives. On balance, results indicate that games and/or simulations have a positive impact on learning goals. The researchers identify three learning outcomes when integrating games into the learning process: cognitive, behavioural, and affective. As a final step, the authors consolidate evidence for the benefit of academics and practitioners in higher education interested in the efficient use of games and simulations for pedagogical purposes. Such evidence also provides potential options and pathways for future research.

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Section: Cognitive Outcomesmentioning

confidence: 99%

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

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

497

265

View full text Add to dashboard Cite

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“…Bridge and Radford 2014;Zaino and Mulligan 2009) or motivation (e.g. DiCicco 2014; Jones and Bursens 2015). Sparking university students' individual interests is significant because these are 'enduring' and 'trait-like' and thus they 'can have a powerful influence on people's lives, by impacting how they choose to spend their free time ... [and] the trajectory of students' careers after college' (Harackiewicz and Hulleman 2010: 44).…”

Section: Simulations In the Literaturementioning

confidence: 99%

The Effectiveness of Simulations as an Outreach Tool: Using Simulations to Boost Interest in EU-Related Higher Education Study

Heard-Lauréote

Bortun

Kreuschitz-Markovic³

2019

JCER

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The pedagogical effectiveness of active learning methods within university teaching, such as simulations, has been widely acknowledged. There is some evidence that simulations are effective tools at engaging students in the classroom. Yet, empirical evidence of actual impacts on learning are not as well-documented as they could be. Importantly however, little work has been done to see their contribution and impact as an outreach and recruitment tool to bring new students into the social sciences discipline. This article builds on the assumption that simulations can prove effective when used as university outreach tools to enhance interest in pursuing higher education study. We argue that EU-related simulations engaging students in secondary education stimulate their interest in studying European politics and, more generally, international relations at university level. The article relies on data collected through pre-and post-simulation questionnaires completed by the pupils who participated in simulations that took place in six secondary schools between 2016 and 2017. The empirical investigation reveals three key effects of those simulations. First, the simulations enhanced the participants' interest in pursuing university degrees associated with European Union (EU) politics. Second, the simulations increased the participants' self-assessed knowledge of EU politics. Third, the simulations consolidated the participants' perceived importance of understanding how the EU works. Overall, these findings back our claim that EU-related simulations may be used as outreach tools to boost interest in pursuing EU-related subjects in higher education. In the context of the ongoing Brexit process, such a boost is desirable as the understanding of EU politics will continue to be relevant for the future generations of British students.

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“…Firstly, the RPS enhance transferable skills such as communication, retrieving and analysing information, critical and creative thinking, problem-solving, public speaking, negotiating, leadership, time-management (Gastinger 2017;Guasti, Muno and Niemann 2015;Bursens 2015, 2014;Elias 2014;Van Dyke, DeClair and Loedel 2000;Dorn 1989). Individual psychological benefits are also pointed out, such as affective learning, interest and motivation, and student and teacher emotional satisfaction (Brom, Šisler, Slussareff, Selmbacherová et al 2016;Brunazzo and Settembri 2015;Jones and Bursens 2015;Kaunert 2009;Dorn 1989). Students also become active citizens (Van Dyke 2014) because RPS bring politics closer to them (Jones and Bursens 2015;Galatas 2006;Zeff 2003;Hess 1999;Dorn 1989).…”

Section: Rps and Skills Developmentmentioning

confidence: 99%

“…Individual psychological benefits are also pointed out, such as affective learning, interest and motivation, and student and teacher emotional satisfaction (Brom, Šisler, Slussareff, Selmbacherová et al 2016;Brunazzo and Settembri 2015;Jones and Bursens 2015;Kaunert 2009;Dorn 1989). Students also become active citizens (Van Dyke 2014) because RPS bring politics closer to them (Jones and Bursens 2015;Galatas 2006;Zeff 2003;Hess 1999;Dorn 1989).…”

Section: Rps and Skills Developmentmentioning

confidence: 99%

“…This may be the European Parliament (Jozwiak 2013), the European Council (Zeff 2003), the Council (Elias 2014;Galatas 2006). RPS help to apply theoretical knowledge to 'real life' processes and to experience those processes hands-on (Krӧger 2018; Guasti, Muno and Niemann 2015;Jones and Bursens 2015;Elias 2014;Van Dyke, DeClair and Loedel 2000;Dorn 1989).…”

Section: Rps and Skills Developmentmentioning

confidence: 99%

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Role-Play Simulation of Negotiations between the EU and the Eurasian Economic Union: Teaching while Enhancing a Transnational Dialogue

Romanova¹,

Gudalov²

2019

JCER

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The article reviews the experience of the role-play simulation (RPS) 'Modelling negotiations between the EU and EAEU', arranged in 2018 and 2019. Its specific goals were building knowledge (about the European Union (EU) and Eurasian Economic Union (EAEU) and enhancing a transnational dialogue between EU (Western) and Russian students in the context of a deteriorated EU-Russian relationship. This latter aspect of international RPS has received insufficient attention in the literature, yet it might contribute to the improvement of real-life EU-Russian relations through fostering a transnational dialogue and mutual understanding among young citizens. The article outlines the setting of the RPS and addresses three major difficulties that the organisers faced (designing the RPS, preparing students and fostering their dialogue), the solutions that were developed and the assessments of the results. Keywords Role-play simulation; Modelling; EU-Russian relations; Eurasian Economic Union; Free trade area; Transnational dialogueRole-play simulations (RPS) have been widely practised since the second half of the twentieth century. They model the work of a state, an international organisation (or their institutions), in limited time and space and, based on scripts and role descriptions that are close to the rules and procedures, practised in real life. This article focuses on the simulation of negotiations between the European Union (EU) and Eurasian Economic Union (EAEU) that took place in 2018 and 2019 at Saint Petersburg State University. It pursued two goals: 1) to enhance students' knowledge of the EU, EAEU and their relations (in particular prospects for a free trade area between them); and 2) to stimulate a transnational dialogue through building contacts among Russian and EU (Western) students and developing relevant transferable skills. The article first reviews the literature on RPS; it then explains the context in which this RPS was prepared, its goals and setting. Next, it outlines how organisers dealt with three major difficulties, which are: designing the RPS; ensuring that students are prepared; and enhancing the transnational dialogue and ultimately building trust at the societal level. Finally, the article looks at how the results of the simulation were assessed (including the solutions adopted for the difficulties that were identified). APPROACHES TO RPSThe existing literature offers three approaches to RPS, which can be identified as academic, educational and mixed. According to the first one, RPS is a tool of analysis that, through simplifying real processes, allows for a focusing on their most significant aspects and on forecasting future developments. Historically, this is the first approach to RPS, which dates back to studies of biological logics in social organisation through observing the animal world (Tolman 1948) and to studies in modern behavioural psychology (Watson 1913;Thorndike 1905). At a later stage, econometric logic ENDNOTES 1 The team initially consisted of three scholars from the Departmen...

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the effects of active learning environments: how simulations trigger affective learning

Cited by 52 publications

References 34 publications

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

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

The Effectiveness of Simulations as an Outreach Tool: Using Simulations to Boost Interest in EU-Related Higher Education Study

Role-Play Simulation of Negotiations between the EU and the Eurasian Economic Union: Teaching while Enhancing a Transnational Dialogue

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