The document discusses contrived experiences, which are edited versions of direct experiences designed to simulate real-life situations. Examples of contrived experiences include models, mock-ups, objects, specimens, games and simulations. Games are played for competition, while simulations do not have winners and are used to illustrate issues. Both games and simulations are used in education to develop skills and understanding, motivate learning, and prepare students for future roles. Contrived experiences overcome limitations of direct experience by focusing learning, addressing difficulties, and helping students understand abstractions.

1. CONTRIVED EXPERIENCES

2. OUTLINES:
 Contrived experience
 Example of contrived experience
 Purposes of games
 Difference between games and simulation
 General purposes of simulation and games in
education
 Why do we make use of contrived experience

3. CONTRIVED EXPERIENCES
 is edited version of direct experiences
 design to simulate to real- life situation
 examples are model, mock up, objects,
specimens, games and simulation.

4. MODEL
 is a reproduction of real thing in a small scale, or
large scale or exact size, but made up of synthetic
materials
 substitute to a real thing which may or may not
operational

5. Atom Globe

6. MOCK UP
 is an arrangement of a real device or associated
devices, display in such a way that
representation of reality is created
 substitute to real thing; sometimes it is giant
enlargement
 example is planetarium

7. OBJECTS
 May also include artifacts displayed in a
museum or things displayed in an exhibit or
preserved insect specimen.
Animal skull Different horns

8. SPECIMEN
 Is any individual or item considered typical of a
group, class or a whole
HUMAN BRAIN
IN SPECIMEN JAR

9. SIMULATION
 representation of a manageable real event in
which the learner is an active participant
engaged in learning behavior or in applying
previously acquired skills or knowledge

10. GAMES
 forms of physical exercise taught to children at
school Plays
 Examples are relay, bees,

11. PURPOSES OF GAMES
 To practice or refine knowledge or skills already
acquired
 Identify gaps or weakness in knowledge or skills
 serve as summation or review
 Develop new relationships among concepts and
principles

12. DIFFERENCE BETWEEN GAMES
AND SIMULATION
 Games are played to win: there is a competition
 Simulation needs not winner, seems to be more
easily applied to the issues rather than

13. GENERAL PURPOSES OF
SIMULATION AND GAMES IN
EDUCATION
 Develop changes in attitude
 Change specific behavior
 Prepare for participants for assuming new roles in d’
future
 Help individuals understand their current roles
 Increase the students’ ability to apply principles

14. Reduce complex problems or situations to
manageable elements
Illustrate roles that may affect one’s life but
that one may never assume
 to motivate learners
Develop analytical processes
 sensitize individuals to another person’s life

15. WHY DO WE MAKE USE OF
CONTRIVED EXPERIENCE
 To overcome limitations of space and time
 To “edit” reality for us to be able to focus on parts or
a process of a system that we intend to study
 To overcome difficulties
 To understand inaccessible
 Help the learner understand abstractions

16. Questions enumerated by Edgar Dale
in evaluating contrived experience
used in class
CLARIZZE P. TAGUININ
(2BEED-2A)