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A simulation is the imitation of the operation of a real-world process or system over time. Simulations require the use of models; the model represents the key characteristics or behaviors of the selected system or process, whereas the simulation represents the evolution of the model over time. Often, computers are used to execute the simulation.
Educational games are games explicitly designed with educational purposes, or which have incidental or secondary educational value. All types of games may be used in an educational environment, however educational games are games that are designed to help people learn about certain subjects, expand concepts, reinforce development, understand a historical event or culture, or assist them in learning a skill as they play. Game types include board, card, and video games.
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".
Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. The term is not interchangeable with experiential learning; however experiential learning is a sub-field and operates under the methodologies of experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities". Experiential education is the term for the philosophy and educational progressivism is the movement which it informed. The Journal of Experiential Education publishes peer-reviewed empirical and theoretical academic research within the field.
Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning.
Business simulation or corporate simulation is simulation used for business training, education or analysis. It can be scenario-based or numeric-based.
Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.
An educational video game is a video game that provides learning or training value to the player. Edutainment describes an intentional merger of video games and educational software into a single product. In the narrower sense used here, the term describes educational software which is primarily about entertainment, but tends to educate as well and sells itself partly under the educational umbrella. Normally software of this kind is not structured towards school curricula and does not involve educational advisors.
A simulation game is "a game that contains a mixture of skill, chance, and strategy to simulate an aspect of reality, such as a stock exchange". Similarly, Finnish author Virpi Ruohomäki states that "a simulation game combines the features of a game with those of a simulation. A game is a simulation game if its rules refer to an empirical model of reality". A properly built simulation game used to teach or learn economics would closely follow the assumptions and rules of the theoretical models within this discipline.
Jean-Claude "JC" Larreche is Emeritus Professor at INSEAD, Fontainebleau, France, where he held the Alfred H. Heineken Chair of Marketing from 1993 to 2018. His academic and business activities are focused on building the fundamental capabilities required to create corporate value, especially through marketing excellence, customer focus, and value-capture selling.
Medical simulation, or more broadly, healthcare simulation, is a branch of simulation related to education and training in medical fields of various industries. Simulations can be held in the classroom, in situational environments, or in spaces built specifically for simulation practice. It can involve simulated human patients, educational documents with detailed simulated animations, casualty assessment in homeland security and military situations, emergency response, and support for virtual health functions with holographic simulation. In the past, its main purpose was to train medical professionals to reduce errors during surgery, prescription, crisis interventions, and general practice. Combined with methods in debriefing, it is now also used to train students in anatomy, physiology, and communication during their schooling.
An instructional simulation, also called an educational simulation, is a simulation of some type of reality but which also includes instructional elements that help a learner explore, navigate or obtain more information about that system or environment that cannot generally be acquired from mere experimentation. Instructional simulations are typically goal oriented and focus learners on specific facts, concepts, or applications of the system or environment. Today, most universities make lifelong learning possible by offering a virtual learning environment (VLE). Not only can users access learning at different times in their lives, but they can also immerse themselves in learning without physically moving to a learning facility, or interact face to face with an instructor in real time. Such VLEs vary widely in interactivity and scope. For example, there are virtual classes, virtual labs, virtual programs, virtual library, virtual training, etc. Researchers have classified VLE in 4 types:
Business game refers to simulation games that are used as an educational tool for teaching business. Business games may be carried out for various business training such as: general management, finance, organizational behavior, human resources, etc. Often, the term "business simulation" is used with the same meaning.
Adaptive learning, also known as adaptive teaching, is an educational method which uses computer algorithms as well as artificial intelligence to orchestrate the interaction with the learner and deliver customized resources and learning activities to address the unique needs of each learner. In professional learning contexts, individuals may "test out" of some training to ensure they engage with novel instruction. Computers adapt the presentation of educational material according to students' learning needs, as indicated by their responses to questions, tasks and experiences. The technology encompasses aspects derived from various fields of study including computer science, AI, psychometrics, education, psychology, and brain science.
Educational data mining (EDM) is a research field concerned with the application of data mining, machine learning and statistics to information generated from educational settings. At a high level, the field seeks to develop and improve methods for exploring this data, which often has multiple levels of meaningful hierarchy, in order to discover new insights about how people learn in the context of such settings. In doing so, EDM has contributed to theories of learning investigated by researchers in educational psychology and the learning sciences. The field is closely tied to that of learning analytics, and the two have been compared and contrasted.
In business, training simulation is a virtual medium through which various types of skills can be acquired. Training simulations can be used in a variety of genres; however they are most commonly used in corporate situations to improve business awareness and management skills. They are also common in academic environments as an integrated part of a business or management course.
The gamification of learning is an educational approach that seeks to motivate students by using video game design and game elements in learning environments. The goal is to maximize enjoyment and engagement by capturing the interest of learners and inspiring them to continue learning. Gamification, broadly defined, is the process of defining the elements which comprise games, make those games fun, and motivate players to continue playing, then using those same elements in a non-game context to influence behavior. In other words, gamification is the introduction of game elements into a traditionally non-game situation.
Games and learning is a field of education research that studies what is learned by playing video games, and how the design principles, data and communities of video game play can be used to develop new learning environments. Video games create new social and cultural worlds – worlds that help people learn by integrating thinking, social interaction, and technology, all in service of doing things they care about. Computers and other technologies have already changed the way students learn. Integrating games into education has the potential to create new and more powerful ways to learn in schools, communities and workplaces. Games and learning researchers study how the social and collaborative aspects of video game play can create new kinds of learning communities. Researchers also study how the data generated by game play can be used to design the next generation of learning assessments.
Immersive learning is a learning method which students being immersed into a virtual dialogue, the feeling of presence is used as an evidence of getting immersed. The virtual dialogue can be created by two ways, the usage of virtual technics, and the narrative like reading a book. The motivations of using virtual reality (VR) for teaching contain: learning efficiency, time problems, physical inaccessibility, limits due to a dangerous situation and ethical problems.
Learning Engineering is the systematic application of evidence-based principles and methods from educational technology and the learning sciences to create engaging and effective learning experiences, support the difficulties and challenges of learners as they learn, and come to better understand learners and learning. It emphasizes the use of a human-centered design approach in conjunction with analyses of rich data sets to iteratively develop and improve those designs to address specific learning needs, opportunities, and problems, often with the help of technology. Working with subject-matter and other experts, the Learning Engineer deftly combines knowledge, tools, and techniques from a variety of technical, pedagogical, empirical, and design-based disciplines to create effective and engaging learning experiences and environments and to evaluate the resulting outcomes. While doing so, the Learning Engineer strives to generate processes and theories that afford generalization of best practices, along with new tools and infrastructures that empower others to create their own learning designs based on those best practices.
References
- ↑ Faria, A.J.; Wellington, W.J. (2004). "Survey of simulation game users, former - users, and never - users". Simulation and Gaming. 35 (2): 178–207. doi:10.1177/1046878104263543.
- ↑ Walker, Lorna (28 April 2014). "Helping students understand the relevance of social media tools to marketing practitioners: A case study of a marketing principles module". The Marketing Review. 14 (1): 5–27. doi:10.1362/146934714X13948909473103.
- ↑ Payne, Nathaniel J.; Campbell, Colin; Bal, Anjali S.; Piercy, Niall (2 August 2011). "Placing a Hand in the Fire: Assessing the Impact of a YouTube Experiential Learning Project on Viral Marketing Knowledge Acquisition". Journal of Marketing Education. 33 (2). ISSN 0273-4753.
- 1 2 Brooks, W. Bradley; Burson, E. Timothy; Rudd, V. David (2006). "ADDRESSING CURRENT RESEARCH GAPS AND DIRECTIONS IN EDUCATIONAL MARKETING SIMULATIONS" (PDF). Journal for Advancement of Marketing Education. 9 (Winter): 43–49. Retrieved 23 March 2017.
- 1 2 Capatina, Alexandru (May 2018). Gianita Bleoju, Elisa Rancati & Emilie Hoareau. "Tracking precursors of learning analytics over serious game team performance ranking". Behaviour and Information Technology. Taylor & Francis Online. 37 (10–11): 1008–1020. doi:10.1080/0144929X.2018.1474949.
- ↑ Maher, Jill K.; Hughner, Renee Shaw (2005). "Experiential Marketing Projects: Student Perceptions of Live Case and Simulation Methods" (PDF). Journal for Advancement of Marketing Education. 7 (Winter): 8. Retrieved 23 March 2017.
- ↑ Canhoto, Ana Isabel; Murphy, Jamie (13 April 2016). "Learning From Simulation Design to Develop Better Experiential Learning Initiatives". Journal of Marketing Education. 38 (2): 98–106. doi:10.1177/0273475316643746.
- ↑ Brennan, Ross; Vos, Lynn; Brennan, Ross (26 October 2010). "Marketing simulation games: student and lecturer perspectives". Marketing Intelligence & Planning. 28 (7): 882–897. doi:10.1108/02634501011086472.
- ↑ Gupta; et al. (August 2010). "Simulation: An Effective Marketing Tool". International Journal of Computer Applications. 4 (11): 9. doi: 10.5120/798-1133 .