Simulation games: shifting from conceptual learning to experiential learning

Abstract

Numerous views exist concerning the effectiveness (or ineffectiveness) of incorporating simulation games into learning environments. The shift from Conceptual Learning (or learning by 'listening') to Experiential Learning (or learning by 'doing') is gaining in popularity. Kolb's (1984) Experiential Learning Cycle framework is used as the platform to infuse the 'Climate' element outlined in Schwab's (1973) 'Elements of Educational Experinece' to illustrate the importance of a blended learning experience. An anecdotal case study is presented based on experiences of using simulation games in a module taught at the University of Hertfordshire, UK, in order to gauge the teaching and learning experiences and benefits. Teaching staff initially expressed mixed feelings regarding the teaching and learning outcomes from using simulation games. However when the outcomes were compared with Bloom's taxonomy of Educational Objectives these were found to have met all levels of the objectives.