How can exploratory learning with games and simulations within the curriculum be most effectively evaluated?

• Published in: Computers and education Vol. 46; no. 3; pp. 249 - 264
• Main Authors: de Freitas, Sara, Oliver, Martin
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.04.2006; Elsevier
• Subjects: Authoring tools and methods; Computer Science; Curriculum Evaluation; Discovery Learning; Education; Educational Environment; Educational Games; Educational Practices; Elementary education; Evaluation of CAL systems; Humanities and Social Sciences; Instructional Effectiveness; Instructional Material Evaluation; Instructional Materials; Interactive learning environments; Learning Activities; Pedagogical issues; Simulation; Simulations; Technology for Human Learning; Tutors; Evaluation of CAL systems; Simulations; Interactive learning environments; Elementary education; Pedagogical issues; Authoring tools and methods; evaluation of technology enhanced learning (TEL) environments
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2005.11.007

There have been few attempts to introduce frameworks that can help support tutors evaluate educational games and simulations that can be most effective in their particular learning context and subject area. The lack of a dedicated framework has produced a significant impediment for the uptake of games and simulations particularly in formal learning contexts. This paper addresses this shortcoming by introducing a four-dimensional framework for helping tutors to evaluate the potential of using games- and simulation-based learning in their practice, and to support more critical approaches to this form of games and simulations. The four-dimensional framework is applied to two examples from practice to test its efficacy and structure critical reflection upon practice.