How can exploratory learning with games and simulations within the curriculum be most effectively evaluated?

  • Authors:

  • Sara de Freitas;Martin Oliver

  • Affiliations:

  • School of Computer Science and Information Systems, Birkbeck College, University of London, London Knowledge Lab, 23-29 Emerald Street, London WC1N 3QS, United Kingdom;Institute of Education, University of London, London Knowledge Lab, 23-29 Emerald Street, London WC1N 3QS, United Kingdom

  • Venue:
  • Computers & Education - Virtual learning? Selected contributions from the CAL 05 symposium
  • Year:
  • 2006

Quantified Score

Hi-index 0.00

Visualization

Abstract

There have been few attempts to introduce frameworks that can help support tutors evaluate educational games and simulations that can be most effective in their particular learning context and subject area. The lack of a dedicated framework has produced a significant impediment for the uptake of games and simulations particularly in formal learning contexts. This paper addresses this shortcoming by introducing a four-dimensional framework for helping tutors to evaluate the potential of using games- and simulation-based learning in their practice, and to support more critical approaches to this form of games and simulations. The four-dimensional framework is applied to two examples from practice to test its efficacy and structure critical reflection upon practice.