Games and Simulations as Tools for Educational Reform
Robert McLaughlin, National Institute for Community Innovations, United States ; Michael Searson, Kean State University, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Researchers are studying the role of games and simulations for learning in formal and informal settings. Issues being considered include the potential of electronic and video games as learning tools (Foreman, 2004); games that are (and are not) socially mediated (Dede, 2003); gender issues (Children Now, 2000); game play dependent on vs. independent of time/space variables (Prensky 2000); games for problem-solving (Dörner & Wearing, 1995); games for motivation (Dede, C., 2003); games as narratives (Black, C. & Huerta, M. G. , 1994, King, N., 1986); games and educational standards (Kirriemuir & McFarlane, 2004), and games as tools for the young learner (Kamii and DeVries, 1980, Kirriemuir & McFarlane, 2004, Piaget, 1951). Simulations can enable teachers and other school decision makers to simulate effects of their decisions with no risk of harm to real children (Gibson & Halverson, 2004). Games and simulations can unobtrusively assess a learner's abilities (Gibson, 2003).
McLaughlin, R. & Searson, M. (2005). Games and Simulations as Tools for Educational Reform. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 2011-2012). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).