Scharf 1 Running Head: GAMES AND SIMULATIONS

Games and Simulations: Supporting Engagement in the Classroom Dylan Scharf EDT 605 Professor Tolbert May 31, 2013

Scharf 2

Abstract We will focus on developed games and simulations in the classroom that are used to engage students in the content of the class. The games and simulation discussed are specific to US and World history classes ranging from middle to high school, and below basic to advanced level learners. Discussed are stated and implied learning goals, the games and simulations themselves, and advantages and benefits to these methods of engagement.

Scharf 3 There are a variety of learning theories and methods that are continually employed to help further engage students at all levels. The ability to create a working schema that is designed to include all students regardless of intelligence in a mainstream classroom is essential if current students are going to be able to flourish in the ever-growing competitive world that we now live in. There are multiple avenues by which young minds are able connect to the ever growing content within the classroom especially with the new Common Core which is coming down the pike in all content areas. Games and simulations can be utilized in the classroom to further connect students to the content, although both utilize different areas of learning and can be used as such. Depending on the tenor of the lesson, and the intended direction of the lesson, either one may be employed to create a rigorous atmosphere where all students become absorbed in the content of the lesson and develop critical thinking skills to complete the task. Games and simulations are different in many regards. Games take on a behaviorist role where they give information and ask students to respond or act in regards to that information. Furthermore because games are a broad and varied content category (Grimely, April 4, 2013) they can be used for most if not all content areas and keep students interested in the material. Games are generally used through student-initiated activities of inherent entertainment value that are played on an electronic device (Grimely, April 4, 2013), which is important because the current young generation spends most of their time on some kind of device. Allowing them the ability to connect with these tools in the classroom will only enhance not only their ability to use technology in a learning situation but allow them to learn far more effectively. Simulations on the other hand are far more constructivist wherein they ask students to role play or engage directly with the applicable content and utilize communication, creativity and

Scharf 4 critical thinking skills to satisfy the specific learning goal. Margaret E, Gredler of the University of South Carolina states that Simulations, in contrast (to games), are open-ended evolving situations with many interacting variables. The goal for all participants is to each take a particular role, address the issues, threats, or problems that arise in the situation, and experience the effects of their decisions. The situation can take different directions, depending on the actions and reactions of the participants. That is, a simulation is an evolving case study of a particular social or physical reality in which the participants take on bona fide roles with welldefined responsibilities and constraints (Gredler, 571). In a classroom setting these simulations offer the students an opportunity to become a part of the lesson and the content which facilitates a deeper learning and connection with the material and each other, allowing them the to experience true collaboration. In the matter of games in the classroom, there are many available through BBC history that offer a variety of content areas and connect the student in particular to very specific concepts. Mummy maker is one example of a game wherein the student takes the role of an ancient embalmer preparing a body for the afterlife. With in this game you must make the right decisions to prepare the body correctly. You can only miss three stages before you fail, and you also have three questions that you can pose to a cat if you get stuck. Throughout the course of the game the student will learn the antiquated steps it took to mummify a body. This game would be great for a Middle school class that is studying Egyptian history, specifically focused on the aspects of death and afterlife rituals. Another game available through the BBC History website is called Hunt the Ancestor. In this game the student must rescue a prehistoric burial from destruction by quarrying and analyzing findings. This game would be specific to a Middle or

Scharf 5 High school class that might be studying archeology or the methods of finding primary sources for the discovery of historical people or events. Both of these games offer the students a chance to leave the classroom for a few minutes and enter a different world where they can connect with relevant content and be more engaged in the lesson. There is a very well designed simulation that was created for a high school U.S history class that focuses on late 1800s farming families and the hardships they encountered depending on their status in America. The simulation breaks students up in to groups: homesteaders, Tenant farmers and sharecroppers. There is a handout for each describing their situation over a threeyear period in the mid 1870s. Each group must borrow money and develop their farm accordingly. The directions state that there should be a disparity between the success of the Homesteaders, Tenant Farmers and Sharecroppers, which will raise themes for class discussion. By the end of the simulation there should be ample opportunity for classroom discussion and engagement surrounding the farming characteristics for different families during this time period. Discussions could include; gender roles, family decision-making, social expectations and actual situations, what are the economic and social focus of the simulation and what aspects does the simulation ignore? What does this reflect? Through this simulation the students should feel immersed in the world that they are reproducing, involving their critical thinking collaboration skills to form a strong understanding of the concepts and the learning goals that are presented in the lesson. The games that are described here would be valuable to any world or US history class from the middle school to high school level. A general understanding of the content area would be all that is necessary to engage in the stated games. These games are good for most if not all students at this level as they directly connect the students with some thing that they are more

Scharf 6 than comfortable with; technology. The learning goals for the games are stated with their introduction as part of the directions and the assessment of these learning goals are achieve by completion of the games themselves. The simulation is an excellent engagement strategy for higher-level learners for an 11th grade US history class, most likely at the IB or AP level. This simulation creates strong connections to the time period and the difficulties for many different farming families of the time, constructing a strong sense of connection with the events of the time period. Assessment of the learning goals is achieved by having all students engage in a meaningful class discussion regarding the topics listed in the last paragraph and although these learning goals are not stated they are implied. Although games and simulations have many positive characteristics there are some downsides to them as with any engagement strategy. A problem, particularly in computer games, is that the use of sound and graphics may be distracting. Further, the learner is led to enter incorrect responses when the sound and/or graphics following a wrong answer are more interesting than the out- comes for right answers (Gredler, 572). One of the downsides to simulations is the time and preparation that it takes to successfully complete them reaching the intended learning goal. A simulation may take days to prepare for and days more to fully incorporate all that needs to be discussed and identified. This can bring the students sometimes become bored with the content and because so much needs to be covered in so little time teachers seldom have the time to take such an in depth focus on any one event or time period. Although there are some minor downsides to all methods of learning the benefits of games and simulation greatly out-weigh them. They allow students to immerse themselves and become better engaged in the material. Even though games focus on a behaviorist approach to

Scharf 7 learning they offer a method that students are familiar with and enjoy; technology. Simulations offer a chance for students to be human in every respect, through collaborative engagement and utilizing critical thinking skills they must work together to enter into a world where they become the scenario and seek out the answers to the addressed learning goals. There are a variety of methods, which are often employed in the classroom, but games and simulations are by far a couple that can be used to better connect students with the content, each other and the world around them.

Scharf 8 Works Cited BBC History. (2013) Mummy Maker. Retrieved from, http://www.bbc.co.uk/history/ancient/egyptians/launch_gms_mummy_maker.shtml Gredler, Margaret and Jonassen, David. (Ed). (2004). Handbook of Research on
Educational Communications and Technology (2nd ed.). , (pp. 571-581). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers, xiv, 1210 pp.

Grimely, Ben. (April 4, 2013). Engaging Learners Through Game; Help or Hype. My eschool News. Retrieved from, http://www.eschoolnews.com/2013/04/04/engaging-learners-through-games-help-orhype/3/ Ghere, L. David. (2003-2007). Historical Simulations, Retrieved from,

http://www.historicalsimulations.com