Simulations and Games (and how they enhance learning)

The inclusion of Simulations and Games can have a lasting positive effect on both the e-learner and of the material of the e-learning instruction. Simulations and Games can allow the learner not only to experience an element of interactivity and participation, helping to bridge synchronous learning into an otherwise asynchronous environment, but will help in deeper learning as the e-learner’s ability to be engaged can also allow for more of a learner-controlled environment by offering a participatory element to the e-learning instruction.

Learners are categorized in to having one of three learning strengths: Audio, Visual, or Kinesthetic. By incorporating the use of Simulations and Games, this offers an opportunity for all three types of learners to be engaged. In developing and implementing simulation or gaming components to the e-learning instruction, relevance is also an important aspect to consider.

By including Simulations and Games in to the e-learning instruction, this can also allow for the inclusion or implementation of Explanatory Feedback as well, where students would receive a lengthy and descriptive (and relevant) response based on the results of their selection choice. To help with making the asynchronous learning environment have a level of synchronous learning from within, students can receive automated response feedback (Explanatory Feedback) in relation to their choice selection. In Chapter 12 of E-Learning and the Science of Instruction, authors Ruth C. Clark and Richard E. Mayer state of Explanatory Feedback that it “provides a much better opportunity for learning because it incorporates an explanation. A missed question is a teachable moment. The learner is open to a brief instructional explanation that will help build the right mental model” (Clark & Mayer, pg. 263).

Based on the idea that the e-learning instruction is merely a virtual modeling of a real-life situation or learning component process, the inclusion of simulations and games will help to give an experiential element to the learning process for the e-learner.

Reference:

Clark, R. C., & Mayer, R. E. (2011). E-Learning and the science of instruction: Proven guidelines for consumer and designer of multimedia learning (3rd ed.) San Francisco, CA: Pfeiffer.