Acting, Knowing, Learning, Simulating, Gaming

• Published in: Simulation & gaming Vol. 40; no. 1; pp. 8 - 26
• Main Authors: Crookall, David, Thorngate, Warren
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.02.2009; SAGE PUBLICATIONS, INC
• Subjects: Action theory; Computer & video games; Computer simulation; Experiential learning; Game theory; Knowledge; Knowledge management; Learning; Simulation; United States > US
• ISSN: 1046-8781; 1552-826X
• DOI: 10.1177/1046878108330364

Classrooms symbolize knowledge; professions represent action. The distance between knowledge and action can be seen in various ways: as a gap to fill, as corridors to move between, or as intertwined processes that are mutually supportive. In some countries, one widespread method, sometimes imposed by law, that aims to bring knowledge and action closer together for students, is to require them to spend time on the other side of the "gap." The various systems are known by several terms: on-the-job training, internship, work placement, and others. Simulation/games and internships share a number of features. Both provide experience that can be processed through reflection. Knowledge-action simulation/games are used more as a way of checking to see if theory has been learned. Practice makes perfect; action makes knowledge. If humans were more inclined to act on their knowledge, then it might be easier to measure the effects of simulation.