Learning through simulation game: a study of factors influencing the efficacy
DOI:
https://doi.org/10.21556/edutec.2014.47.75Keywords:
Juego de simulación, Sistema de información de gestión, Enseñanza superior, Innovación educativa, Aprendizaje activoAbstract
This research has investigated university students' perceptions of the use of simulation games, highlighting the factors that determine its effectiveness as a teaching tool. In order to do that, we designed a course in which Business simulation games developed by the Massachusetts Institute of Technology (MIT) were used. In this article we describe the objectives and outcomes of the experience. We have used a questionnaire to collect the opinions of the students about this methodology.
In conclusion; Simulation Game's realism, its usefulness and its functionality have permitted achieve us the objectives in the course marked.
Downloads
References
Anderson, P. H., y Lawton, L. (2007). Simulation performance and its effectiveness as a PBL problem: A follow-up study. Developments in Business Simulations and Experiential Exercises, pp. 34, 43-50. Available from http://ABSEL.org
Ausubel, D. P., Novak, J., y Hanesian, H. (1983). Psicología educativa: un punto de vista cognoscitivo (2ª ed.). Mexico: Trillas.
Axelrod, R. (2006). Advancing the art of simulation in the social sciences. En J. Rennard, Handbook of research on nature-inpired computing for economics an management. Idea group reference.
Basilotta, V. y Herrada, G. (2013). Aprendizaje a través de proyectos colaborativos con TIC. Análisis de dos experiencias en el contexto educativo. EDUTEC, Revista Electrónica de Tecnología Educativa, 44. Recuperado el 24/10/2013 de http://edutec.rediris.es/Revelec2/Revelec44/aprendizaje_proyectos_colaborativos_TIC_experiencias.html
Bhattacherjee, A. (2001a). Understanding information systems continuance. An expectation-confirmation model. MIS Quarterly, 25(3), pp. 351–370.
— (2001b). An empirical analysis of the antecedents of electronic commerce service continuance. Decision Support Systems, 32(2), pp. 201–214.
Blasco López, M. (2000). Aprendizaje y Marketing: investigación experimental del juego de simulación como método de aprendizaje. Tesis Doctoral (Director, Martínez Tercero, M.). Madrid: Servicio de Publicaciones. Universidad Complutense de Madrid.
Bratley, P., Fox, B. L., y Schrage, L. E. (1987). A guide to simulation (Segunda ed.). New York: Springer-Verlag.
Brownwell, J., y Jameson, D. (2004). Problem-based learning in graduate management education: An integrative model and interdisciplinary application. Journal of Management Education, 28, pp. 558-5.
Cameron, B. y Dwyer, F (2005). The effect of online gaming, cognition and feedback type in facilitating delayed achievement of different learning objectives. Journal of Interactive Learning Research, 16 (3), pp. 243–25877. doi: 10.1177/1052562904266073.
Curry, B. and Moutinho, L. (1992). Using Computer Simulations in Management Education. Management Education and Development, 23(2), pp. 155-167.
Devaraj, S., Fan, M., y Kohli, R. (2002). Antecedents of B2C channel satisfaction and preference. Validating e-commerce metrics. Information Systems Research, 13(3), pp. 316–333.
Doll, W. J., y Torkzadeh, G. (1998). Developing a multidimensional measure of system-use in an organizational context. Information & Management, 33, pp. 171–185.
Freitas, A. y Oliver, M (2006). How can exploratory learning with games and simulations within the curricukum be most effectively evaluated? Computers & Education, 46, pp. 249-264. http://dx.doi.org/10.1016/j.compedu.2005.11.007
Gee, J. P. (2004). Lo que nos enseñan los videojuegos sobre el aprendizaje y el alfabetibismo. (J. Pomares, Trad.) Málaga: Ediciones Aljibe.
Hainey, T., Connolly, T.M., Stansfield M. y Boyle, E.A. (2011), Evaluation of a game to teach requirement collection and analysis in software engineering at tertiary education level. Computer & Education, 56, pp. 31-35. http://dx.doi.org/10.1016/j.compedu.2011.06.001
Mayer, R.E. y Johnson, C.I. (2010). Adding instructional features that promote learning in a game-like environment. Journal of Educational Computing Research, 42 (3), pp. 241–265 http://dx.doi.org/10.2190/EC.42.3.a.
McCrudden, M.T, Magliano, J.P. y Schraw, G. (2010). Exploring how relevance instructions affect personal reading intentions, reading goals and text processing: A mixed methods study. Contemporary Educational Psychology, 35, pp. 229–241. http://dx.doi.org/10.1016/j.cedpsych.2009.12.001
Nunally, J.C. y Bernstein, I.H. (1994). Psychometric Theory. New York. Mc Graw Hill
Oblinger, D. G., y Oblinger, J. L. (2005). Educating the net generation. Educause. http://www.educause.edu/research-and-publications/books/educating-net-generation
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), pp. 1-6.
Prensky, M. (2008). Students as designers and creators of educational computer games: Who else? British Journal of Educational Technology, 39(6), pp. 1004–1019. doi:10.1111/j.1467-8535.2008.00823_2.x
Piscitelli, A. (2006). Nativos e inmigrantes digitales: ¿Brecha generacional, brecha cognitiva, o las dos juntas y más aún? Revista Mexicana de Investigación Educativa, 11(028), pp. 179-185.
Pontes Pedrajas, A. (2005). Aplicaciones de las tecnologías de la información y de la comunicación en la educación científica. Segunda parte: aspectos metodológicos. Revista Eureka sobre enseñanza y divulgación de las ciencias, 2(3), pp. 330-343.
Roca, J. C., Chiu, C. M., y Martínez, F. J. (2006). Understanding e-learning continuance intention: An extension of the technology acceptance model. International Journal of Human Computer Studies, 64(8), pp. 683–696. http://dx.doi.org/10.1016/j.ijhcs.2006.01.003
Segovia, B., Mérida, R., González, E. y Olivares, M.A. (2013). Choque cultural en las aulas: profesores analógicos vs alumnado digital. El caso de Ana. EDUTEC, Revista Electrónica de Tecnología Educativa, 43 Recuperado el 10/10/13 de http://edutec.rediris.es/Revelec2/Revelec43/choque_cultural_aulas_profesores_analogicos_alumnado_digital.html
Shannon, R., y Johannes, J. (1976). Systems Simulation: The art and Science. Systems, man and ciybernetics., SMC-6(10), pp. 723-724.
Simon, H. (1981). Modelling in university science teaching using an interactive graphical simulation. Computer simulation in university teaching.
Sterman, J. (2010). Mit Sloan Management. Recuperado el 05 de marzo de 2013, de https://mitsloan.mit.edu/LearningEdge/simulations/Pages/System-Dynamics.aspx.
Tabachnick, B. G., y Fidell, L. S. (1996). Using multivariate statistics (3rd ed.). New York: HarperCollins.
Tao, Y-H., Cheng, C-J. y Sunb, S-Y. (2009). What influences college students to continue using business simulation games? The Taiwan experience. Computers & Education, 53, pp. 929–939.
Thong, Y. L., Hong, S. J., y Tam, Y. K. (2006). The effects of post-adoption beliefs on the expectation–confirmation model for information technology continuance. International Journal of Human-Computer Studies, 64, pp. 799–810. http://dx.doi.org/10.1016/j.ijhcs.2006.05.001
Yusoff, A. Crowder, R. y Gilbert, L. (2010). Validation of serious games attributes using the technology acceptance model. In: Proceedings of the 2nd international IEEE conference on games and virtual worlds for serious applications (VS-GAMES 2010), Braga, Portugal, 25–26 March, pp. 45–51, Braga: IEEE Computer Society
Downloads
Published
How to Cite
Issue
Section
License
By submitting the paper, the authors assign the publication rights to the journal Edutec. For its part, Edutec authorises its distribution as long as its content is not altered and its origin is indicated. At the end of each article published in Edutec, the citation procedure is indicated.
The management and editorial board of Edutec Revista Electrónica de Tecnología Educativa do not accept any responsibility for the statements and ideas expressed by the authors in their work.
Translated with www.DeepL.com/Translator (free version)
