Simulations and Games: Overcoming the Barriers to Their Use in Higher Education

Autor/inn/en	Moizer, Jonathan; Lean, Jonathan; Towler, Michael; Abbey, Caroline
Titel	Simulations and Games: Overcoming the Barriers to Their Use in Higher Education
Quelle	In: Active Learning in Higher Education, 10 (2009) 3, S.207-224 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787409343188
Schlagwörter	Higher Education; Informal Education; Information Sources; Teaching Methods; Computer Uses in Education; Computer Simulation; Games; Computers; Foreign Countries; Barriers; Interviews; Role Playing; Colleges; Outcomes of Education; Active Learning; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Informelle Bildung; Nichtformale Bildung; Information source; Informationsquelle; Teaching method; Lehrmethode; Unterrichtsmethode; Computernutzung; Computergrafik; Computersimulation; Game; Spiel; Spiele; Digitalrechner; Ausland; Interviewing; Interviewtechnik; Rollenspiel; College; Hochschule; Fachhochschule; Lernleistung; Schulerfolg; Aktives Lernen; Großbritannien
Abstract	Based on a categorization of simulation and gaming barriers developed in a previous study, this work seeks to explore in greater depth the composition and nature of these obstacles. It examines the interrelationships between the barriers and the impact of other contextual factors in the pedagogic environment. A series of in-depth interviews were conducted with 11 staff involved in teaching with simulations and games within a UK higher education institution. The findings underline the significant linkages apparent between three broad barriers to teaching with simulations, games and role-play: suitability, resource and risk. Further analysis of the interview transcripts facilitated the identification of a range of mechanisms which may be employed to overcome the aforementioned barriers: freeing up academics' time, providing training and development, enabling informal learning, providing resource support, facilitating access to networks and providing access to secondary information sources. These mechanisms are discussed and evaluated in relation to the broader educational context. (Contains 1 figure and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10