Teachers are always scrambling to find ways to enrich their curriculum in order to spark their students’ agency. It seems the most destructive path to apathy in the classroom is sticking to one dogmatic style of teaching. Having a diverse toolkit that facilitates different modes of learning through direct student interaction seems to be the key. This post reflects on the methods of using simulations and game play within the context of the classroom. Research has shown that using simulations and game play can be effective methods to facilitate learning in the classroom; however, these instructional strategies must be used wisely.
Simulations in the Classroom
Cloud (1974) discusses the benefits and implications of implementing simulation into the classroom. He discusses how simulations create a unique experience for students to engage in real-world material that involves debates, critical thinking, problem-solving, and decision-making all through the lens of an actual recreation of a historical event. He also sheds light on some of the impending problems that may tag along with using simulations. This more or less involves the teacher and how he or she picks the actual simulation to be used. As with every other piece of material that hits the market, there are always surpluses of materials that have been too commercialized by “for-profit” companies. Another tidbit to keep in mind when choosing a simulation is to ensure that the model fits the curriculum/lesson being taught. This is essential in choosing the right simulation to fit the subject matter.
The study entitled “Increasing interest in social studies: Social perspective taking and self-efficacy in stimulating simulations” (Gehlbach et al., 2008) researched simulations and how implementing such a tool can trigger interest or an increase in motivation in social studies students. The research was comprehensive and hypothesized four different expectations as to whether and to what extent simulations could trigger a positive response in the subject group. The study researched the GlobalEd simulation and how students could be presented with challenges that could possibly engender curiosity, interest, and increased motivation for studying social studies in light of our globalized world. However, the study found that while students became aware of the increasing challenges of studying social studies in our globalized world, this did not engender a higher sense acute curiosity and/or motivation.
However, while many this specific web-based simulation did not create students who were more excited about social studies, these students did realize the importance of how social studies encourages and promotes essential life skills and real-world applications such as critical decision-making and investigate research skills. For me, this step towards enrichment is step towards success in molding our students into citizens who value education and the knowledge to strive for upward social mobility.
Gameplay
The final piece of literature involved looking into the interactive game called Civilization III (Lee & Probert, 2010). The two researchers studied a class who had been labeled as underachievers in a typical classroom setting. The class spent weeks playing this game that presents the player with different situations that allows the player to access everything from building to conquering to economics to government, etc. The main point that I drew from this study concerned the fact that the gameplay itself could not teach the specific content of the standards and curriculum exactly. However, once each session was played, the teacher could use the scenarios as building blocks to make connections and tie in important historical lessons such as Manifest Destiny.
Concluding Remarks
Many of our students will have problems connecting historical events to present implications. Using simulations and gameplay bridges the gap between the abstract and the real. Students can place themselves in a historical moment and/or use the past to build, create, plan, and organize for the future. I will certainly be an advocate for implementing gameplay and simulations into my classroom. However, after the readings, I know the confusion, implications, and drawbacks that can occur if these tools are not used properly. I know to begin small and not try to tackle something that will put me under water and unable to escape from the abyss of confusion and chaos. Yet, these tools of learning can certainly be effective and show students how important the knowledge of the past is critical to the preservation of the present and the success of the future.
References
Cloud, L. E. (1974). Using Simulation Materials in Social Studies Instruction. The High School Journal, 57(7), 273-277.
Gehlbach, H., Brown, S., Ioannou, A., Boyer, M., Hudson, N., Nivsolomon, A., Maneggia, D., et al. (2008). Increasing interest in social studies: Social perspective taking and self-efficacy in stimulating simulations. Contemporary Educational Psychology, 33, 894-914.
Lee, J. K., & Probert, J. (2010). Civilization III and whole-class play in high school social studies. The Journal of Social Studies Research, 34(1), 1-28.
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