Introduction
Traditional pedagogies such as lectures and textbooks stunt idea generation and promote passive information absorption among students. Simulations and serious games are rapidly increasing in popularity as a training and assessment tool in many industries, including management, due to advances in technology and demand for more realistic and engaging practical exercises (Adams et al., 2008). Simulations are highly beneficial educational platforms, offering a personal and motivating learning experience to each participant, as it is developed around solving real life problems and relevant issues. This style of active learning is most advantageous to students who think critically and self-reflect on past decisions. However, as such, …show more content…
(2008) argue that the effectiveness of simulations as a learning tool rely heavily on their design, simulations have long been considered to be a very effective tool for skill development (Hermens & Clarke, 2009), particularly in decision making, problem solving, communication and interpersonal skills. It is a useful form of problem based learning, where not only are group members encouraged to think up solutions to problems, but also in discussing the solution and interacting with others and their viewpoints, it enables participants to deepen their understanding of the subject. Furthermore, mistakes are an equally rewarding outcome in terms of learning opportunities. Through experiential learning, the Everest simulation enabled each group member to improve a wide range of skills through the experience of working together to achieve team goals while overcoming difficulties that were both presented by the simulation and naturally arose due to the limitations of computer simulations. Thus, simulations generally offer a valuable learning experience through offering an environment that encourages one to critically evaluate and learn from past …show more content…
In the second attempt, the team completed the climb in just thirty minutes, partly due to improved internet connection speed as all members were using the same connection and were in close proximity. As group relations between members improved between the first and second attempt, there was an element of groupthink, which led to the group failing the weather problem which was cleared successfully in the first attempt. However, having learnt from their mistakes in the first attempt and from the weather problem, the group successfully passed the oxygen test. The simulation allowed participants to understand first-hand the impact and quality of their decisions, and learn from them immediately in an environment free of major consequences. As simulation games teach systematically, there is significant value in replaying them (Wiggins, 2012), as reflected in the group’s results. The group saw a drastic improvement in the percentage of team goals achieved – from 44% to 83%. Furthermore, while more goals could have been achieved had the leader been more assertive in encouraging debate, it was felt that the simulation provided a valuable learning
Traditional pedagogies such as lectures and textbooks stunt idea generation and promote passive information absorption among students. Simulations and serious games are rapidly increasing in popularity as a training and assessment tool in many industries, including management, due to advances in technology and demand for more realistic and engaging practical exercises (Adams et al., 2008). Simulations are highly beneficial educational platforms, offering a personal and motivating learning experience to each participant, as it is developed around solving real life problems and relevant issues. This style of active learning is most advantageous to students who think critically and self-reflect on past decisions. However, as such, …show more content…
(2008) argue that the effectiveness of simulations as a learning tool rely heavily on their design, simulations have long been considered to be a very effective tool for skill development (Hermens & Clarke, 2009), particularly in decision making, problem solving, communication and interpersonal skills. It is a useful form of problem based learning, where not only are group members encouraged to think up solutions to problems, but also in discussing the solution and interacting with others and their viewpoints, it enables participants to deepen their understanding of the subject. Furthermore, mistakes are an equally rewarding outcome in terms of learning opportunities. Through experiential learning, the Everest simulation enabled each group member to improve a wide range of skills through the experience of working together to achieve team goals while overcoming difficulties that were both presented by the simulation and naturally arose due to the limitations of computer simulations. Thus, simulations generally offer a valuable learning experience through offering an environment that encourages one to critically evaluate and learn from past …show more content…
In the second attempt, the team completed the climb in just thirty minutes, partly due to improved internet connection speed as all members were using the same connection and were in close proximity. As group relations between members improved between the first and second attempt, there was an element of groupthink, which led to the group failing the weather problem which was cleared successfully in the first attempt. However, having learnt from their mistakes in the first attempt and from the weather problem, the group successfully passed the oxygen test. The simulation allowed participants to understand first-hand the impact and quality of their decisions, and learn from them immediately in an environment free of major consequences. As simulation games teach systematically, there is significant value in replaying them (Wiggins, 2012), as reflected in the group’s results. The group saw a drastic improvement in the percentage of team goals achieved – from 44% to 83%. Furthermore, while more goals could have been achieved had the leader been more assertive in encouraging debate, it was felt that the simulation provided a valuable learning