The effect of games and simulations on higher education: a systematic literature review
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 pape...
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| Published in | International Journal of Educational Technology in Higher Education Vol. 14; no. 1; pp. 1 - 33 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Cham
Springer International Publishing
10.07.2017
Springer Nature B.V SpringerOpen |
| Subjects | |
| Online Access | Get full text |
| ISSN | 2365-9440 2365-9440 |
| DOI | 10.1186/s41239-017-0062-1 |
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| Abstract | 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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| AbstractList | 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. Abstract 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. |
| ArticleNumber | 22 |
| Author | Makri, Agoritsa Vlachopoulos, Dimitrios |
| Author_xml | – sequence: 1 givenname: Dimitrios surname: Vlachopoulos fullname: Vlachopoulos, Dimitrios email: dimitrios.vlachopoulos@laureate.net organization: Laureate Online Education / European University Cyprus – sequence: 2 givenname: Agoritsa surname: Makri fullname: Makri, Agoritsa organization: European University Cyprus |
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| Copyright | The Author(s) 2017 Copyright Óscar Aguer 2017 |
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| Keywords | Affective goals Simulations Higher education Game-based learning Pedagogical use Learning outcomes Digital games Cognitive goals Behavioural goals |
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| SubjectTerms | Behavioral Objectives Boolean Computer & video games Computer Appl. in Social and Behavioral Sciences Computer Science Computers and Education Digital games Educational Games Educational Objectives Educational Policy Educational Technology Game Based Learning Games and Simulation in Higher Education Higher Education Higher education institutions Humanities Information Systems Applications (incl.Internet) Law Learning Learning outcomes Learning Processes Literature reviews Multiple criterion Pedagogical use Pedagogy Review Article Simulation Simulations Statistics for Social Sciences Student Motivation Teaching methods |
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| Title | The effect of games and simulations on higher education: a systematic literature review |
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