Browsing by Author "Nuckols, Wilson"

This thesis is a literature review, the goal of which is to first determine the conceptual difference between a simulation, a game and a simulation game. After this conceptual determination the thesis will explore the theoretical groundwork for using simulation games as a teaching method. Games have risen in popularity as a teaching method these past couple of years, so much so that the use of games as a teaching method has been largely inscribed into the Finnish National Curriculum of 2014. The purpose of this thesis is to first offer a deeper glimpse into the terminology of games and simulations, since many educators can accidentally mix these terms together. In addition, this thesis will offer theoretical rudiments of using simulation games as a teaching method for any teacher who are willing to use these kinds of methods. Previous research on this topic is scarce, especially in Finland. This thesis utilized a descriptive literary review method. The purpose of the review was to first determine the conceptual difference between simulations, games and simulation games, after which the goal was to collect theoretically educational sources to justify the use of simulation games as a teaching method. Sources were mostly Anglo-American in regard to simulations, whilst most Finnish sources covered participational pedagogy. The findings of the thesis were that a simulation is a model that replicates reality, games are controlled conflict situations which are rule-based with quantifiable results and a simulation game is a cross between these two. Simulation games are content-wise no better than traditional teaching methods, but simulation games offer a higher degree of engagement for students, activates them instead of passivating them and is beneficial towards socialization.