Visit Gaming Websites:
Many univerities and educational software companies have already tapped into this emerging market. The quality and quantiy of educational gaming programs has been increasing at a staggering pace. Following the lead of the U.S. military, many companies have developed simulations that are proving to be valuable tools for training in the "real world" without the cost of failure during the learning process. I've listed several websites below that will give you a taste of the possibilities that are currently available. I will update the list as time goes on. Please feel free to jump and add your favorite site.
Business Simulation
Biology
Chemistry
Physics
Anatomy
Economics
Saturday, February 3, 2007
Reseach Shows Promise in Using Games For Education
The effectiveness of games for educational purposes:a review of the research.
Josephine M. Randel, Barbara A. Morris, C. Douglas Wetzel, Betty V. Whitehill. (1992)Simulation and Gaming. 25, 261-276.
Findings:
1.) Examined 68 studies directly or indirectly(in reviews conducted before 1984) on the difference between simulations/games and conventional instruction in student performance.
36 (56%) found no difference
22 (32%) found differences favoring simulations/games
5 (7%) favored simulations/games, but their controls were questionable
3 (5%) found differences favoring conventional instruction
2.) Seven out of eight studies involving math found that the use of games is superior to traditional classroom instruction for improving math achievement. Subject matter areas where very specific content can be targeted and objectives precisely defined are more likely to show beneficial effects for gaming.
3.) The greatest number of studies on simulation/gaming is in the area of social sciences. The majority of these studies (33 out of 46) showed no difference in student performance between games/simulations and conventional instruction.
4.) Five out of six studies demonstrated that games can not teach language arts effectively, particularly when specific objectives are targeted.
5.) Social science games tend not to use a computer, while math, physics, and language arts games tend to use a computer.
6.) Simulations/games show greater retention over time than conventional classroom instruction.
7.) In 12 of 14 studies, students reported more interest in simulation and game activities than in more conventional activities.
Josephine M. Randel, Barbara A. Morris, C. Douglas Wetzel, Betty V. Whitehill. (1992)Simulation and Gaming. 25, 261-276.
Findings:
1.) Examined 68 studies directly or indirectly(in reviews conducted before 1984) on the difference between simulations/games and conventional instruction in student performance.
36 (56%) found no difference
22 (32%) found differences favoring simulations/games
5 (7%) favored simulations/games, but their controls were questionable
3 (5%) found differences favoring conventional instruction
2.) Seven out of eight studies involving math found that the use of games is superior to traditional classroom instruction for improving math achievement. Subject matter areas where very specific content can be targeted and objectives precisely defined are more likely to show beneficial effects for gaming.
3.) The greatest number of studies on simulation/gaming is in the area of social sciences. The majority of these studies (33 out of 46) showed no difference in student performance between games/simulations and conventional instruction.
4.) Five out of six studies demonstrated that games can not teach language arts effectively, particularly when specific objectives are targeted.
5.) Social science games tend not to use a computer, while math, physics, and language arts games tend to use a computer.
6.) Simulations/games show greater retention over time than conventional classroom instruction.
7.) In 12 of 14 studies, students reported more interest in simulation and game activities than in more conventional activities.
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