The Role of Games and Simulations In Learning
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The document discusses how games and simulations can be used for learning. It summarizes research showing that avatars can act as models that influence behavior and perceptions. Simulations are most effective when embedded in a broader instructional program, and they have been shown to increase confidence, declarative knowledge, procedural knowledge, and retention compared to traditional instruction alone. Specifically, simulations led to a 20% increase in confidence, an 11% increase in declarative knowledge, a 14% increase in procedural knowledge, and a 9% increase in retention.
The Role of Games and Simulations In Learning
- 3. Agenda • Is the use of 3D avatars appropriate? • Do simulation games make a difference in learning? • Are simulation games better/worse than traditional instructional methods? • Are simulation games better because they are simulation games or is it something else?
- 6. Why be a Characterat All? Research indicates that human social models influence behavior, beliefs and attitudes. Bandura, A. 1986 Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ, USA: Prentice-Hall.
- 7. Avataras Teacher Research also indicates that learners perceive, interact socially with and are influenced by anthropomorphic agents (avatars) even when their functionality and adaptability are limited. Baylor, A. 2009 Promoting motivation with virtual agents and avatars: R ole of visual presence and appearance. Philosophical Transactions of the Royal B Society. 364, 3559–3565
- 8. Can an experience as an avatar change a person's real life perceptions? If yes, how? If no, why not?
- 9. An experience as an avatar can change a person's real life perceptions. In a study conducted by Yee and Bailenson (2006), it was found that negative stereotyping of the elderly was significantly reduced when participants were placed in avatars of old people compared with those participants placed in avatars of young people. Yee, N. & Bailenson, J.N. (2006). Walk A Mile in Digital Shoes: The Impact of Embodied Perspective-Taking on The Reduction of Negative Stereotyping in Immersive Virtual Environments.. Proceedings of PRESENCE 2006: The 9th Annual International Workshop on Presence. August 24 – 26, Cleveland, Ohio, USA
- 11. Mentor Motivator Expert Yes, two avatars are better than one. Baylor, A. L. & Kim, Y. (2005). Simulating instructional roles through pedagogical agents. International Journal of Artificial Intelligence in Education, 15(1), 95-115.
- 14. If learners watch an avatar that looks like them exercising & losing weight, they will subsequently exercise more in the real world as compared to a control group. Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 21 (3), 95-113.
- 15. Within 24 hours of watching an avatar like themselves run, learners were more likely to run than watching an avatar not like them or watching an avatar like them loitering . Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 21 (3), 95- 113.
- 16. Which builds more confidence for on the job application of learned knowledge? Class room instruction. Simulation Game.
- 17. Simulation Game. Sitzmann, T. (in press) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology . 20% higher.
- 18. Which is better for learning? 1. Stand alone simulation independent of other instructional materials 2. Simulation embedded in program of instruction
- 19. Trainees learn more from simulations games that are embedded in a program of instruction than when simulation games are the sole instructional method. Sitzmann, T. (in press) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .
- 20. Do simulations have to be entertaining to be educational?
- 21. NO Sitzmann, T. (in press) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .
- 22. True or False? When the majority of the instruction in a simulation game was passive, the comparison group learned more than the simulation game group.
- 23. TRUE In other words, simulations aren’t good just because they are simulations. Sitzmann, T. (in press) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .
- 24. Type of Knowledge/ Retention % Higher Declarative Procedural Retention Name the Percentage
- 25. Type of Knowledge/ Retention % Higher Declarative 11% Procedural 14% Retention 9% Name the Percentage Sitzmann, T. (in press) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .
- 26. Summary • Avatars provide a model of acceptable social (work) behavior. • An experience as an avatar can change a person’s real life perceptions • Simulations don’t have to be entertaining to be educational • Simulations show increases in confidence (20%), declarative knowledge was 11% higher; procedural knowledge was 14% higher and retention was 9% higher.