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Games, Simulations, and Simulation Games for Learning: Definitions and Distinctions
| Content Provider | Semantic Scholar |
|---|---|
| Author | Sauvé, Louise Renaud, Lise Kaufman, David Zachary |
| Copyright Year | 2011 |
| Abstract | It is striking to note that, despite many studies, researchers and theoreticians do not always agree on precise meanings for the concepts of game, simulation and simulation game. Research to date on the learning efficacy of games, simulations and simulation games has suffered from an absence of clear concept definitions, comparing very different tools and activities without distinguishing among them. This has produced indecisive and sometimes divergent results. To attempt to remedy this methodological weakness, we carried out a systematic literature review to establish definitions and articulate the essential attributes of games, simulations, and simulation games (Sauvé et al., 2005), relating these definitions to the learning-oriented concept of serious games. As seen in the examples of Crookall (1995); de Freitas, Savill-Smith, and Attewell (2006); Feinstein, Mann, and Corsun (2002); Kirriemuir and McAbSTRACT |
| Starting Page | 168 |
| Ending Page | 193 |
| Page Count | 26 |
| File Format | PDF HTM / HTML |
| DOI | 10.4018/978-1-60960-195-9.ch110 |
| Alternate Webpage(s) | https://www.igi-global.com/viewtitlesample.aspx?id=40871&ptid=37262&t=games,+simulations,+and+simulation+games+for+learning:+definitions+and+distinctions |
| Alternate Webpage(s) | https://doi.org/10.4018/978-1-60960-195-9.ch110 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
