Simulation And Virtual Applications For Learning

Gamification is the use of game elements in non-game contexts on the purpose of making the object entertained. (Deterding et al., 2011) Gamification in education can be interpreted as the notion of presenting learning materials and designing pedagogy by integrating game mechanics. It is believed that without the desire of learning, learners will lose passion for pursue knowledge. As a result, the features of gaming, competition and motivation are the reasons that the integration of gamification has been increasingly placed emphasis. Yet, there are a few researches in terms of the efficiency and learning outcome of gamification in education.

Education has and always been all about learning through textbooks and in-person lectures from school rather than using technologies to teach. For example, most schools located in the rural areas are still using the traditional way of teaching to deliver the materials to the students. In fact, most of the public high schools in the urban are not even aware of the existence of high-end technologies out there like the virtual reality, 3-Dimensional simulators, or even touchscreen devices. Students are taught and trained to use their basic skills to figure out a solution to a problem. However, if technologies included video games were parts of the teaching process and “teacher will have students create games to teach other students,” then “students are immersed in an environment they are accustomed to,” and “this establishes a potentially new form of performance assessment” (Annetta). Indeed, with this combination between education and video games, teachers are more likely to have their students highly participate in their works rather than have their students trying to finish their assignments because they were forced to do them. For example, students in middle school are more likely to have their attention on video games about the outer space from NASA’s website: spaceplace.nasa.gov, or to have themselves directly experience the 4-dimensional simulation of the pilot system of an aircraft rather than read the materials straight out from books. Another example of how video

For example, teenagers have the opportunity to receive their education from technology used by playing videogames. Since children start playing videogames at a young age, by the time they get older, they will be well experienced with technology. In addition, if they decide to pursue a career in technology, they will have a better chance of getting that career than other people. Many videogames are very educational for young adults therefore, teenagers benefit from educational games. Now that many teenagers love to play videogames, they may feel excited to be doing what they love, playing videogames, while learning at the same

Educational video games are a valuable tool of learning for children if they are supervise by parents. Children can learn math, language, problem solving, critical thinking and even practice sports while being entertained. For instance, the video game "Rock la lengua" not only teaches Spanish language while they are entertained but also teaches children concentration and problem solving. Similarly, the game "Jones in the fast lane" while teaching patience and logical thinking, also children learn how to attain in real life education, wealth, happiness and career.

Do you think adding a gaming aspect helps with learning? What other games do you think would be useful in education?

Simulation and video games share similarities in that they bring a participant into a simulated environment or fantasy world, which is typically presented on a video monitor, and where the user interacts with this world through the use of a keyboard, mouse, joystick, or some other type of game controller or input device. The typical distinction between a raw simulation versus a video “game” is that a game usually has goals that includes a win or lose aspect that the participant tries to achieve. These goals may be in the form of a higher score, a completion of successive levels that denote progress, and/or defeating an opponent directly. Even so, while a simulation might not be used to score points or “kill the bad guy”, the participant

How do translators interact with the text to approach a successful solution in the translation process? The goal of this research is to discover the type of decision-making process student translators experience with relation Web resources access, given their need to seek, process, use, and generate a solution. These processes are analyzed and calculated through each participants’ screen recording and their post-translation interview. The student translators’ success rate does not necessary improve with an increased cognitive effort as their formulation to solve a translation problem is largely dependent on their Web search performance.

To be honest, I do not recall learning from games and simulations as much as I do being lectured to. I believe if I was taught more from this learning style, I would recall the activities and remember the content better than I do now. I wish I would have been exposed to this type of learning style because school would have been more interesting and fun to me. I am glad we are learning how to use these strategies because I would not know where to start since I was not exposed to this style of learning.

Game based learning vs. gamification, what’s the difference? Game based learning is utilized in classrooms to create a safe environment for learning new skills. Gamification is utilized as a part of this present reality as a motivational or engagement technique.

Researchers have started developing gamified learning method to understand the physiology and anatomy of the human beings in medical education. Armed with that information, if we take a look at what the PC and instructional video gaming has to offer, video games help kids learn and never get addicted to it but to promote thinking and understanding the lesson units from the curriuclum. The Instructional Video Game (IVG) promotes the horizon of mental ability through creative potentials. It was recently relayed in the TV channel that an 8 year old challenged the CEO Microsoft by developing a video game seeking the help of his father for coding purposes-

There have been many studies done on the subject of computer games integrated in language learning, for instance, CALL, which stands for Computer-assisted language learning, is the method of teaching language through different computer-based materials which are purpose-made for that area. Video and online computer games or other materials which are retrieved on the Internet, such as videos and audio files, can be seen as implements in English learning (Davies, 2010). These materials are created for English learning in school. Such games are pedagogical and contain research-based exercises, so they are possibly conceived as ‘purpose-made’. In addition, few inquiries have been done on how video games can affect players in learning English and how it would be possible to obtain better strategies of learning through playing video and online computer games. As a result of that, players would possibly develop their skill of making quick decisions and social connections of preparation for their learning in the long term (Geico,

As we all know teaching method is a subject which have strict requirements this is to ensure that student will be able to obtain something for it. The first problem that we face is the unsuitable use of these game mechanics in Virtual Learning Environments by students. The second one is there have a different result with boy and girl when use game mechanics in Virtual Learning Environments (VLE).Lastly the factors lack of student motivation, boredom or dissatisfaction with a discipline directly give influence to use game mechanics in Virtual Learning Environments

According to Mara Gomez Domingo and Antoni Badia Gargante in “exploring the use of educational technology in primary Education: Teacher’s perception of mobile technology learning impacts and applications’ use in the classroom” published in 2015, “it has been shown that the adoption of mobile learning in classrooms promotes knowledge sharing among students” (Domingo et. al. 2015). This is very important for students to feel like what they are learning is fun and they want to share it with others. It shows that the students are one, interested in their work and two, want to learn more to share more of their knowledge. Students need to be interested in what they are learning or none of the information is going to stick with them. The teachers can struggle when trying to make a subject interesting but if they create a game using the technology the students are going to be more receptive then just taking notes and having to retain all the information. The teachers need to make learning fun and enjoyable for the students, one way this can be done is through technology. It is not the same boring slideshow or lecture if the students can get hands on they are more acceptable to being passionate about their work. If the students are passionate they will be more likely to share the information they have learned with someone who maybe struggling.

create a unique experience to learning that is built aside existing educational systems. These game mechanics should be enhancers to education, they should not overwhelm and overtake existing systems.

The study of game-like learning systems to improve the quality of learning of students is a fascinating field of research. In this paper, I will discuss about the various concepts relating to constructionism framework for designing game-like learning system which is based on Li, Cheng, and Liu’s (2013) article on the same. The purpose of this article is to describe the approach of the game-like learning systems and the results achieved after the implementation of this system. This article is closely related to the game design industry as most of the educational games aim to create a game-like learning system and it is further explained in this paper.