The life of a simulation: Programmatic promises and pitfalls

Damron, Rebecca

doi:10.1177/1046878107308059

Cited by 4 publications

(3 citation statements)

References 34 publications

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“…Pedagogical games, also known as serious games, are regarded as tools to provide an enhanced learning experience (Pasin & Giroux, ). Such games, however, may be costly to develop or adopt for teaching (Damron, ). The literature shows examples of free and easy to adopt games used to enhance learning in operations and supply‐chain management classes.…”

Section: Introductionmentioning

confidence: 99%

Supply Chain Sourcing Game: A Negotiation Exercise

Gümüş

Love

2012

Decision Sci J Innov Edu

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This article introduces an exercise that simulates the negotiation process in a dynamic supply chain. The retailer and wholesaler roles are assigned to student groups who negotiate supply contracts in a number of rounds during a class period. Each group makes pricing, inventory, and ordering decision concurrently, and competes with others to achieve the highest profit. The exercise is easy to implement using pen and paper, and lends itself to a wide variety of negotiation environments.

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Section: Introductionmentioning

confidence: 99%

Supply Chain Sourcing Game: A Negotiation Exercise

Gümüş

Love

2012

Decision Sci J Innov Edu

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“…Thus, researchers and educators alike have recognized the usefulness of a simulation-centered curriculum in the language classroom (e.g. Damron, 2008; Halleck, 1990; Ruben, 1999; Salies, 2002a, 2002b).…”

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confidence: 99%

“…The faculty members pointed out an improvement in student engagement and class participation as important outcomes of using games in the classroom. Furthermore, Damron (2008) analyzed the perceptions of 12 former and current instructors regarding the use of simulations in the International Composition Program at Oklahoma State University in order to generate some future directions of the program. One the one hand, the instructors indicated that simulations assist students with building schema and developing collaboration, argumentation, and critical thinking skills as well provide a venue to practice all the four skills and express personal views.…”

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confidence: 99%

Integrating an Immigration Law Simulation Into EAP Courses

Codita

2016

Simulation & Gaming

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Background. Previous research has highlighted the pedagogical effectiveness of a simulation-based approach to EAP (English for Academic Purposes) instruction. Aim. The purpose of the article is describe the use of the ARIZONA IMMIGRATION LAW simulation in some EAP courses and examine its benefits and drawbacks. Method. Data were collected through in-depth interviews with the instructors and written questionnaires with the students. Results. The findings suggested that although the simulation raised some challenges in terms of design and accessibility of the topic, it brought three benefits to the EAP courses: developing students’ academic language skills, conducting research as a pathway for knowledge construction, and strengthening students’ abilities as critical thinkers. Conclusions. These findings underscore the usefulness of a simulation-based EAP pedagogy to promote students’ use of the language skills to identify the main points of an argument, research and evaluate sources, defend well-organized arguments, and co-construct knowledge of a timely issue. Recommendations. The author concludes with some implications for simulation design and adaption.

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