Virtual Simulations and Serious Games in a Laptop-Based University: Gauging Faculty and Student Perceptions
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| Title: | Virtual Simulations and Serious Games in a Laptop-Based University: Gauging Faculty and Student Perceptions |
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| Language: | English |
| Authors: | Kapralos, Bill, Hogan, Michelle, Pribetic, Antonin I., Dubrowski, Adam |
| Source: | Interactive Technology and Smart Education. 2011 8(2):106-120. |
| Availability: | Emerald. One Mifflin Place Suite 400, Harvard Square, Cambridge, MA 02138. Tel: 617-576-5782; e-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Experiential Learning, Laptop Computers, Educational Technology, Instructional Design, College Instruction, Instructional Effectiveness, Student Surveys, Computer Simulation, Educational Games, Simulated Environment, Teacher Attitudes, College Faculty, Teacher Surveys, College Students |
| Geographic Terms: | Canada |
| DOI: | 10.1108/17415651111141821 |
| ISSN: | 1741-5659 |
| Abstract: | Purpose: Gaming and interactive virtual simulation environments support a learner-centered educational model allowing learners to work through problems acquiring knowledge through an active, experiential learning approach. To develop effective virtual simulations and serious games, the views and perceptions of learners and educators must be assessed and taken into account, regarding their use in the classroom. This paper aims to present the results of two surveys conducted to assess faculty and student perceptions. Design/methodology/approach: Both surveys were conducted at University of Ontario Institute of Technology. The surveys were made available to students and faculty members via a link on an institute-wide internal course management system. Findings: Results indicate that students and educators appreciate the use of virtual simulations and serious games, but care must be taken to ensure that they are relevant to the course material and that educators are familiar with their use to assist students, should problems arise. Originality/value: This is the first study of its kind conducted at a laptop-based university and the results are important when considering the development of virtual simulations and serious games for teaching and learning. (Contains 6 figures and 1 table.) |
| Abstractor: | As Provided |
| Number of References: | 20 |
| Entry Date: | 2011 |
| Accession Number: | EJ929223 |
| Database: | ERIC |
| Abstract: | Purpose: Gaming and interactive virtual simulation environments support a learner-centered educational model allowing learners to work through problems acquiring knowledge through an active, experiential learning approach. To develop effective virtual simulations and serious games, the views and perceptions of learners and educators must be assessed and taken into account, regarding their use in the classroom. This paper aims to present the results of two surveys conducted to assess faculty and student perceptions. Design/methodology/approach: Both surveys were conducted at University of Ontario Institute of Technology. The surveys were made available to students and faculty members via a link on an institute-wide internal course management system. Findings: Results indicate that students and educators appreciate the use of virtual simulations and serious games, but care must be taken to ensure that they are relevant to the course material and that educators are familiar with their use to assist students, should problems arise. Originality/value: This is the first study of its kind conducted at a laptop-based university and the results are important when considering the development of virtual simulations and serious games for teaching and learning. (Contains 6 figures and 1 table.) |
|---|---|
| ISSN: | 1741-5659 |
| DOI: | 10.1108/17415651111141821 |
