Table: Key Advantages of Serious Games/Immersive Learning Simulations
Recently I was asked a series of questions by a Ph.D., candidate about games and simulations to augment his literature review. I decided to answer the four questions in blog postings. So here is the answer to the first question which is, “What are the key advantages of Serious Games/Immersive Learning Simulations?”
Since I am working on another project to link game attributes to learning outcomes, I’ve decided to answer the question in the form of a table. The answer to the key advantages is contained in the final column but the research/theory or reason for the advantage is in the second column and the game attribute is in the first column.
| Game Element | Theory and/or Empirical Support | Key Advantage |
| Learning outcomes presented in a game context with specific missions/goals/tasks. | Sitzmann and Ely (2010) in a meta-analysis found that learners participating in simulation game learning experiences have 11% higher declarative knowledge, 14% higher procedural knowledge and 9% higher retention of training material than those trainees participating in more traditional learning experiences. | Higher levels of declarative (11%) and procedural knowledge (14%) and greater retention of material (9%). |
| Immersion in learning environment (which can be highly realistic). | Games use a combination of entertainment and active learning principles to immerse players in learning environment (Bruner, 1962; Piaget, 1951; Malone, 1981; Csikszentmihalyi, 1990).
Learning content not organized around the work context causes unnecessary overhead for the learner, simulation games can be organized to provide proper context. |
Increase in learner knowledge, recall and retention of content of due to increased frequency of interacting within a game due to motivational factors and due to the fact that the learning takes place in a realistic environment. |
| Players assume persona of an avatar to accomplish missions. | Yee and Bailenson (2007) have shown that an experience as an avatar can change a person’s real life perceptions and behaviors. James Paul Gee, University of Wisconsin-Madison, states that no deep learning takes place unless an extended commitment of self is made for the long haul. Good video games capture players through identify. Players either inherit a strongly formed and appealing character or they get to build a character from the ground up. Players become committed to the new virtual world in which they will learn and act. | Experience in game will positively influence perceptions of subject matter areas and increase interest in portrayed areas because person is assuming a role within the game that they identify with and want to emulate. |
| Players work together to accomplish tasks and goals as a virtual team. | Bandura’s (1986) social learning theory. Sitzmann and Ely (2010) found post-training self-efficacy was 20% higher with simulation games than comparison groups in meta-analysis. | Increase in learner’s self-efficacy (confidence to perform the task for which they trained), increased ability to solve problems and to work with others. |
| Players actively involved in manipulating avatars to accomplish goals. | Bandura’s (1986) social learning theory. Sitzmann and Ely (2010) found that learners gained more knowledge when simulation games conveyed course material actively rather than passively and well designed simulation games are active. Means et. Al (2009) in a US DOE meta-analysis of studies comparing online and face-to-face instruction found that online learner activity and self reflection are key factors in increasing learning outcomes. | Increase in learners’ self-regulatory and self-observational skills and in content knowledge. |
| In many cases, games/simulations unfold over time as a story. | Caple (1996) and Ausubel and Yousseff (1965) found that distributed Practice/Spaced Practice is a robust and powerful phenomenon in learning. Sitzmann and Ely (2010) found learning increased when a simulation game could be accessed as many times as desired. Researchers have found that the human brain has a natural affinity for narrative construction and that people tend to remember facts more accurately if they encounter them in a story rather than in a list. | Greater recall and retention of subject matter because of the spacing effect and greater ability to remember facts because they are embedded in a story. |
Posted in: Games video games, simulations
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