My new class has game-based simulations – so exciting! Often this is not the first thought that comes to a student’s mind when reading the syllabus for an upcoming course. Initial reactions are influenced by previous experiences of having difficulty learning how to use the game, working in groups, and spending hours in vain pursuit of the best answer based on different scenarios. This often happens. In some cases, simulation results are confusing and the relevance to course objectives is not easily seen. Additionally, focusing on learning new software or “how to play” can take away from enjoying this amazing experiential learning experience.
Professors who did not participate in the initial course development or selection of game-based simulation options are also often not excited. Tim Logmans, in a Harvard Business Publishing 2019 article, highlights the fact that course developers do not always thoroughly evaluate whether simulations add value to their classes.
The beauty of game-based simulation
Dr. Kevin Allen, CEO of EI Games, a multi-award-winning educational platform, says game-based simulations provide an exciting experimental supplement to curricula that challenge players to take on the role of business leaders and provide hands-on experience. The company says it will provide an immersive yet risky experience. Free learning and implementation. Using simulations in courses and games aims to help students embrace learning concepts, move away from theoretical frameworks and practice real-life scenarios while having fun. Not limited to business education, game-based simulations and simple games have proven beneficial in covering a variety of content areas. For example, courses using interactive crossword puzzles in dental education enhance motivation, competitiveness, and cooperative behavior while reducing stress, as described in a 2022 study by Dr. Abubaker Qutieshat et al.
Simulation accelerates learning through immersive experiences, says Laurel Vicklund, president and co-founder of Peregrine Global Services, which provides comprehensive assessment solutions, dynamic instructional content, and certification-based support to higher education institutions and businesses. We feel that we provide a way to do so. Therefore, simulation not only addresses engagement and learning outcomes, but also employee readiness. Additionally, Laurel said simulations are a great way for students to develop soft skill abilities in teamwork, communication, critical thinking and problem solving.
Compatibility issues and increased costs
Technical issues can be an obstacle to successfully implementing game-based simulations within your course. Often, a university’s LMS cannot fully integrate third-party simulations. In that case, students leave their familiar systems to access gaming software. As Pappas’ eLearning Industry 2023 article shows, unless learning organizations have the bandwidth to develop their own, testing compatibility and troubleshooting any glitches upfront is a must, and graphics It’s an expensive venture that requires designers, game designers, and programmers.
Hurrell’s Neovation article highlights the high development and integration costs of game-based simulations, whether created by third-party providers or in-house built ventures. Each option comes with certain benefits and risks. Simulation-based learning differs from regular course assignments in that it requires more frequent maintenance, and fixing the inevitable technical glitches is not as easy as replacing old articles or non-functional videos in online courses. Not. Game-based simulations are time-consuming, even with minor glitches, forcing institutions to pursue tedious workarounds until the problem is resolved.
How realistic are real-world business simulations?
The key to incorporating game-based simulations into business courses is to break students out of the mold of passively absorbing theory. Simulations allow you to practice course concepts in settings that attempt to replicate real-world business disciplines. Does something like this happen? Well, it depends!
While the business world remains agile, the game-based simulations universities invest in typically stay within their course shell for several years. Only incredibly advanced games and simulations allow instructors to change parameters for each class and present entirely new scenarios to students. Opportunities for plagiarism should not be taken lightly, but they should not be the main concern. Instead, instructors are asking whether their 3-5 year old simulations provide students with realistic business problems faced by real employees currently working in the field. I have doubts.
Transferring knowledge from simulation to the real world is not easy. Students may expect a more streamlined real-world experience because simulations have a level of predictability that real business environments do not have.
Additionally, while initially designed as a welcome change from traditional challenges, course games may not be as stress-reducing as originally intended. Pappas is concerned that student confusion about learning concepts will increase. Depending on the game, if students cannot move forward without finding the correct answer, the game becomes less fun and may cause game fatigue.
Off-the-shelf simulations and custom-made ones
Companies that create simulations and games often have off-the-shelf products, but are certainly open to the idea of customization to suit the requirements of the learning organization.
Some simulations and games are not easily customizable. Instead, you can sort your simulation choices based on the course content area, such as leadership, marketing, or project management. When using non-customized simulations, learning organizations must ensure that the simulation is still adaptable enough to address the problem. It sets learning objectives and feels like a disjointed addition rather than something that complements the overall course.
In an ideal situation, simulations and games would be an essential addition to the learning process, whether created by an in-house team or from scratch by a quality-focused software company focused on a specific set of course objectives. It may turn out that there is. . Custom vs. off-the-shelf software options depend on your specific course needs as well as your budget.
Games as a clear path to successful course results
Although the benefits of game-based simulation have been established, several opportunities still need to be addressed.
Learning Objectives Connections are essential
Simulations do not stand alone and force students to treat them as an additional course load rather than an opportunity to apply what they have previously learned. When that happens, even a fun game that was designed can turn into a distraction. If not properly linked to core courses and program objectives, simulations can hinder the effectiveness of the learning process.
The best budget-friendly solution
Working with third-party providers within the organization’s budget, learning organizations may need to request even better game-based simulations that are fully customized or fully developed to suit the needs of a specific course. there is. If that’s not a realistic budget, a clear choice is to use a pre-built simulation that can be easily adjusted to suit the needs of your course.
Dealing with technical glitches
Both the professor and the technical team need easy access to fix defects and update content, as well as contacts with the software company to address issues.
LMS/simulation compatibility
Another best practice is to ensure that your organization’s LMS and simulations are compatible to shorten the learning curve and ensure that learning how to play doesn’t compromise the application of course concepts. Game-based simulations must also comply with all necessary accessibility guidelines for seamless access and use by people with disabilities.
Content Relevance Review
In addition to maintenance work, the contract should also provide for frequent reviews of the relevance of simulation content in accordance with current industry trends. Clear instructions on how to use the game must be provided in the course instructions.
Avoid the trap that the more the merrier
Additionally, game-based simulations do not work well in business curricula. This experiential learning is unique and should not be overused in business curricula.
This discussion leads us to one ultimate question. Is it in the best interest of business course students to play games in the form of simulations?
The answer is absolutely, as long as the simulation is relevant to the course material, its quality includes the power of participation, is not difficult for students to use, and shows applicability to real business environments. “Yes.
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