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Simulationroundtablept1

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simulation games in math

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Simulationroundtablept1

  1. 1. Simulation Games in Mathematics<br />Catherine Haight<br />
  2. 2. If we take the time to play the games are we doing any good for learning?<br />Transfer <br />Example<br />“Despite the importance of transfer of learning in education, learners in general rarely demonstrate a positive transfer” (Van Eck, 2002)<br />Transfer of learning is defined by Royer(1979) the ability to use a skill, or piece of knowledge in learned in a new situation. There are vertical transfer (skill contributes to higher learning) or horizontal (skill is learned is used in a real setting)<br />
  3. 3. Study (2002):Effect of Competition and Contextualized Advisement on Transfer of Mathematics Skills in a CBI Simulation Game by Richard Van Eck & Jack Dempsey<br />The task in this study is for students who had previously studied area, perimeter, math operations, and conversions were to apply these skills to calculate the materials necessary to redecorate a room in a house using a computer simulation.<br />The simulation game was designed to have assistance for the students and an element of competition if they were in the group that was being examined for that variable.<br />
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  5. 5. Results:<br />Hypothesis 1: students who select CA more often will have higher transfer of math scores: not supported by study <br />Hypothesis 2 & 3: students in CA groups would have higher scores and students in the non-competitive games would score higher than competitive: only partial support from study<br />Hypothesis 4: students in all conditions would score higher transfer than the control group: not supported by study<br />
  6. 6. Implications<br />Transfer of learning should be distributed over many practice opportunities to allow for student to make the connection<br />Learning and performance contexts should be similar at first and increase “distance” with time and practice.<br />Game designers need to find ways to encourage the use of the Advisors in the game. Students may not automatically seek assistance. <br />Transfer of skills learned in context may be more difficult to transfer to a new context than knowledge acquired in a general multiple context way. <br />

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