Aim
This experiential learning through simulation gaming case study aims to produce highly visual and game-like experience which allows the story to unfold in a highly interactive and dynamic fashion whilst avoiding the pitfalls of the ‘interactive spreadsheets found in other business course simulations.
Audience
The majority of the second year undergraduates (averaging 150 per year) were aged 19-20 coming from South Wales and South-West England.
Problem
Summative assessment feedback suggested that students found it difficult to comprehend the differences between large and small firms in terms of how they operate, involve and interact with the Business Environment.
Solution
Using a blended approach the students would be immersed in simulated environment supported by classroom workshops to provide formative learning opportunities.
Design
The 3D simulation game consisted of a small and large business environment where students could interact via an avatar with various characters. The game provided a complex realistic case study while also offering a game-like experience with competitive motivation. (Familiar to tutors and students). The gaming platform was written in an object-orientated approach with reuse in mind to help reduce future development costs for additional gaming requirements.
Training
Minimal staff training was conducted to help in bedding it use on the course. Tutors demonstrated how to use the game before students playing through it themselves.
Method Delivery
Accessed gaming tool via universities own VLE Blackboard. The application uses flash so that the a web-based tool has the versatility to work fairly well on low spec equipment and can integrate with other web-based learning systems as required providing greater reach via the Internet.
Benefits
Intended to give formative learning opportunities for students. The game proved to be popular (75% agreeing or strongly agreeing) as the preferred method for students to absorb a case study. One student comments that they should not over employ the use of a game, just like a balanced diet. The simulation of the game was especially beneficial in relating theory to the practise in real life. Staff were enthusiastic about the way the tool was able to be embedded into traditional methods of delivery and requested its use in other models. Changes to the game could be conducted with the in-house developer reducing the procurement cycle times that may occur if the expertise was purchased from a developing house. Overall the game experience engaged student’s interest and encouraged them to engage further in both tutor-led and private study.
So what is innovative about this case study?
1. Introduction of a 3D gaming environment to replace traditional case study activities.
2. Designed for ease of access and engaging playability with reuse in mind.
3. Both tutors and students were enthusiastic about integrating it into a blended learning solution.
This is probably more information than is required for this activity but the titles above do help me to structure my thoughts which will clearly have to be refined to fit into the TMA01 word count requirement.
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Mark
ReplyDeleteI liked your structured review of this case study and I feel you have given me a clear enough account of it not to think that I have to go and read it up myself, so thanks for that.
I also like the look of the way you have set up the links to your fellow h807ers and not just because my name is at the top of the list. I must see if I can do the same with mine.
One thing I was wondering about the tangible benefits of using the Sim Game you reviewed, and I say this as someone who has never played a game on a computer in my life, I have often wondered whether these types of simulations might be very time consuming, and in that sense not very efficient use of learning/study time. Do you have any views on this?
Eddy
Hi Eddy,
ReplyDeleteThanks for visiting my new blog...the fellow H807ers links were fairly easy to setup in the blogstop dashboard by adding a gadget. You can set it up to be alphabetical order or lasted updates order (which I might play with later).
I have to admit I am not a gamer and find it difficult to understand why my 3 teenagers spend so much time gaming. They comment that it is engaging, offers gaming competition and are driven to get to the next highlest level or put there name on the highest score leader board. Yes gaming is time consuming but the latest 'digital natives' emerging from schools and colleges are engaged with them. If the game is engaging and available outside of normal studying hours students will play sometimes unaware that they are learning.
As for simulation games in the military we are moving away from calling them serious games as the name suggests more fun than learning!! I know it is just a name but some managers are finding it difficult to get funding under this term so we now favour 3D immersive learning simulation instead.
So should we use them for learning opportuntities?
Mark