1. Simulation Games in Mathematics
Catherine Haight
2. If we take the time to play the games are we doing any good for learning?
Transfer
Example
Despite the importance of transfer of learning in education, learners in general rarely demonstrate a positive transfer (Van Eck, 2002)
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)
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
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.
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.
4. 5. Results:
Hypothesis 1: students who select CA more often will have higher transfer of math scores: not supported by study
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
Hypothesis 4: students in all conditions would score higher transfer than the control group: not supported by study
6. Implications
Transfer of learning should be distributed over many practice opportunities to allow for student to make the connection
Learning and performance contexts should be similar at first and increase distance with time and practice.
Game designers need to find ways to encourage the use of the Advisors in the game.Students may not automatically seek assistance.
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.