Abstract
In today's changing and dynamic environment and economic conditions, educational programs must be re-oriented and modified, with learning progression focusing on improving knowledge and skills in accordance with market needs and wants. In the new millennium, the use of simulation systems (games, applications, and situations) has increased dramatically, enhancing the learner's ability to solve difficulties through collaboration. This collaborative learning has a substantial favourable impact not only on the student's academic achievement, but also on the psychological and social components of learning. Researchers believe that using a simulation system improves student collaboration and performance. Guided by the experiential theory and situated learning theory, simulation systems can improve student collaborative learning and learner performance. Therefore, educational systems should adopt simulation teaching techniques to fit current generation habits and strengthen students' learning abilities as well as improving performance in a risk-free environment.
TopBackground
According to Timkin and McNamee (2012), simulations are an educational approach that seek to emulate a system, entity, occurrence, or process and have gained widespread recognition across disciplines. The operational definition of simulation involves interaction with a real or virtual item, equipment, or person, as well as the ability to change the flow of that engagement based on the learners' decisions and actions (Heitzmann, Seidel, Opitz, Hetmanek, Wecker, Fischer, Ufer, Schmidmaier, Neuhaus, Siebeck, Stürmer, Obersteiner, Reiss, Girwidz, & Fischer, 2019). While Cook, Brydges, Zendejas, Hamstra and Hatala (2013) proposed a more detailed definition, stating that simulation is an educational tool or gadget with which the learner physically interacts to mirror real life and that it emphasizes the importance of interacting with realistic items. Similarly, a simulation as a simplified version of practice can be used to engage novices in practices that are more or less similar to those of a profession (Chernikova, Heitzmanna, Stadler, Holzberg, Seidler, & Fischer, 2020). In simpler terms, a simulation system is a simulated environment in which students complete their tasks in real-world circumstances. Simulation is used to practice a process, procedure, or skill in a controlled setting (Keskitalo, 2012). More often, people simulate to learn new things, to see problems from different perspectives, to learn from both our achievements and failures, and to explore without risk. The operational definition of simulation also suggests that critical thinking and problem solving are present during learning, and that learners participate actively in skill development processes. As a result, all forms of encounters can be classified as simulations, from role plays to fully immersive interactions with virtual things. Simulations can include technology aids to better mimic reality or to provide more practice or learning (Davidsson & Verhagen, 2017). For example, they can incorporate technology aids to better resemble reality or to provide more practice or learning.
Key Terms in this Chapter
Collaborative Learning: Group work teaching and learning activities that enable students to participate in discussions, share ideas and develop critical thinking skills.
Learning: A process that is concerned with what the student does, such as the processes by which they acquire skills, knowledge, and dispositions through planned experiences.
Gamification: A process which advocates the use of game-design aspects in non-game contexts. Reward systems, leader boards, badges, stages, and trophies are examples of game design components.
Game-Based Learning: A process which advocates the use of game-design features in non-game situations.
Teaching: A process that is concerned with what the educator does, such as setting goals, determining how to achieve them, and defining objectives and outcomes.
Cognitive Outcomes: Knowledge structures important to seeing games as artefacts for associating knowledge-oriented activities with cognitive consequences.
Simulation: Refers to a simplified version of practice can be used to engage novices in practices that are more or less similar to those of a profession.