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Affect-Based Effects of Simulation Games on Learning

Loon, Mark (2014) Affect-Based Effects of Simulation Games on Learning. Worcester Journal of Learning and Teaching (9). ISSN 2024-8032

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Abstract

Empirical evidence has demonstrated the benefits of using simulation games in enhancing learning especially in terms of cognitive gains. This is to be expected as the dynamism and non-linearity of simulation games are more cognitively demanding. However, the other effects of simulation games, specifically in terms of learners’ emotions, have not been given much attention and are under-investigated. This study aims to demonstrate that simulation games stimulate positive emotions from learners that help to enhance learning. The study finds that the affect-based constructs of interest, engagement and appreciation are positively correlated to learning. A stepwise multiple regression analysis shows that a model involving interest and engagement are significantly associated with learning. The emotions of learners should be considered in the development of curriculum, and the delivery of learning and teaching as positive emotions enhances learning.

Item Type: Article
Additional Information:

Worcester Journal of Learning and Teaching (WJLT) is an open-access, peer-reviewed journal published by the University of Worcester to disseminate academic articles, project reports and personal perspectives about Learning and Teaching written by staff associated with the University and its partners.

Uncontrolled Keywords: simulation games, emotions, interest, engagement, appreciation, learning, teaching, Worcester Journal of Learning and Teaching
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
T Technology > T Technology (General)
Divisions: Academic Departments > Worcester Business School
Related URLs:
Depositing User: Janet Davidson
Date Deposited: 07 Jul 2016 12:49
Last Modified: 31 Jul 2017 11:58
URI: https://eprints.worc.ac.uk/id/eprint/4618

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