Games and simulations in an online class

I think we will see more games and simulations in future online classes. Of course there can be concerns:

·        If the games/simulations are on the Internet, will they continue to be available? I have seen great games that have disappeared.

·        Are they age appropriate?

·        Are they created by a reputable source?

·        Do they provide accurate information?

·        Are the games optional for students or required?

·        How do we know that the games attained their objective?

These questions are very good ones. Sometimes the games themselves give a certificate, a badge, or a score at the end that the student can submit showing that they have accomplished the objective. Some faculty use games as the basic for discussions. Some faculty provide the games as optional for students who may need drill and practice.

I believe that games/simulations have a place after the concepts are first explored/discussed in the class. Game sites  can be shared with students for the purposed of review AND remediation We all know that material taught is often not retained. However, if the students then participate in a simulation or a game then the instant reinforcement can help "cement" learning. I found myself, and maybe you did to, spending time in some of the games. That is what we want to happen with our students. Dawn also reminded us that we can create our own simulations by using Case Studies, which are very effective. 

Games and simulations in an online class

I think we will see more games and simulations in future online classes. Of course there can be concerns:

·        If the games/simulations are on the Internet, will they continue to be available? I have seen great games that have disappeared.

·        Are they age appropriate?

·        Are they created by a reputable source?

·        Do they provide accurate information?

·        Are the games optional for students or required?

·        How do we know that the games attained their objective?

These questions are very good ones. Sometimes the games themselves give a certificate, a badge, or a score at the end that the student can submit showing that they have accomplished the objective. Some faculty use games as the basic for discussions. Some faculty provide the games as optional for students who may need drill and practice.

I believe that games/simulations have a place after the concepts are first explored/discussed in the class. Game sites  can be shared with students for the purposed of review AND remediation We all know that material taught is often not retained. However, if the students then participate in a simulation or a game then the instant reinforcement can help "cement" learning. I found myself, and maybe you did to, spending time in some of the games. That is what we want to happen with our students. Dawn also reminded us that we can create our own simulations by using Case Studies, which are very effective. 

I found the following game/simulation very interesting: "Cell Division and Cancer" produced by APBI, which is a  Association of the British Pharmaceutical Industry. (APBI).  It is recommended for students 14-16 but I did the exercises and thought they were well done.
http://www.abpischools.org.uk/page/modules/celldiv_cancer/index.cfm?age=Age%20Range%2014-16&subject=Biology They have many materials for students and teachers. At the end of each section there is a SELF QUIZ, with immediate feedback. That, to me, is the big plus of simulations/games. If students get immediate feedback and can redo then learning has a good chance of taking place