Educational Games and Simulations at School: Experimental Comparison with Classic Teaching Methods and Requirements of Successful Implementation into School Environment and Curricula
Abstract
Digital game-based learning is increasingly penetrating formal schooling system; however, it is still largely unknown which game elements (if any) have the most influential effect on learning. Based on qualitative exploratory study, we present outcomes suggesting that real-world grounding, complex systems/processes simulation and teacher’s attitude, are crucial elements for increasing students’ learning engagement and knowledge acquisition.
The study stems from focus group discussions conducted as part of a complex experiment taking place at three high-schools in the Czech Republic in 2011 (N=64; M=32, F=32). Additional data were obtained from in-depth interviews with 8 teachers (M=5, F=3) who used at least one game within their classwork.
The exploratory study utilized three educational games: Orbis Pictus Bestialis (animal training); Bird Breeder (genetics heredity); Europe 2045 (EU political, economic, and social issues). The study has been conducted within a research project focusing on developing a complex educational game Czechoslovakia 38-89 (contemporary Czech history).