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Simulation design is an important topic in contemporary education as the use of simulations has increased in popularity. It engages learners and provides new approaches to learning, extending existing active learning approaches (Wood & Reefke, 2010) and can be used in classrooms or between lessons. Simulations take many forms, from token-and-paper-based simulations to elaborate, virtual-worlds-based simulations. These approaches are not without controversy as, over the last decade, virtual worlds have struggled to distinguish themselves as distinctly different to 'games' (Constable, 2008) and mature enough for serious simulation (Wriedt, Reiners, & Ebeling, 2008). Gaming has been used to "aid the development of subject knowledge and learning collaborative skills such as problem solving and teamwork" (Edmonds, 2011, p. 20). An example of simulation in higher education settings would be when one is studying to become a surgeon. When a surgeon makes an error in a real surgery room there are serious consequences. However, if one were to train using simulations that are authentic (compared to theoretical learning material or studying on a corpse), where it is perceived to be a real life training environment, then learning occurs without negative consequences (Brookes & Moseley, 2012). |
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