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Simulation and Games to Improve Teaching
Dr. David Gibson
CurveShift.com
How simSchool Works
simSchool Creates “Know-How”
…the tacit decision making processes a teacher uses when questioning students, making suggestions, or noticing signs of understanding.
(Observable Variables)Dynamically Generated Profiles
• A database of text on each personality element allows 5 statement fragments per element
• This produces 5 ^ 9 or 1.9 million written profiles
(Observable Variables)Student Behavior
Body posture offers clues
Verbal responses reflect student’s internal state
““I am tryingI am tryinghard tohard to
complete my work”complete my work”
What Games & Sims Teach
• Understanding big ideas - systems knowledge• Dealing with time and scale• Practice in decision-making• Active problem-solving• Concepts, strategies, & tactics• Understanding processes beyond experience• Practice makes improvement
(Aldrich, 2005)
Elements & Impacts
Experience Elements
• Simulation
• Game
• Pedagogy
Content Types
• Systems
• Cyclical
• Linear
Discover & Practice
Test & Motivate
Present & Support
(Aldrich, 2005)
Learning Theory Framework
AssessmentLearner
Knowledge Community
AssessmentLearner
Knowledge Community
Activity Theory Framework
Artifacts(Interface - Models)
Subject (Players)
Object(Control-Win)
Community(Gamers - Agents)
Roles
(Gamers - Agents)Praxis
(Rules - Strategies -Experimental
Evidence)
Research Themes
• Situating G&S in education
• Social analysis of G&S
• What teachers should know and be able to do with G&S
• Augmenting reality with handhelds
• Embedding assessment in G&S
simSchool’s “Engine”
Independent Variables
Dependent Variables
Observable Variables
Hidden Variables
What context teachers see
How students react
What teachers do
student outcomes
(Hidden Variables)3-Aspect simStudent Personality
• Openness to learning• Conscientiousness
toward tasks• Extroversion or
introversion• Agreeableness• Neuroticism -
emotional stability
• Visual• Auditory• Kinesthetic
• Expected academic performance
(Hidden Variables)
Interpersonal Circumplex
Teachers and students interact with one another by negotiating power and affiliation
(Independent Variables)What Teachers Do
Select Tasks Emotional, Physical & Cognitive current states of
students interact with task requirementsA Zone of Proximal Development determines time-to-
success on task and effects student attitudes
• Talk to simStudentsQuestions, observations, or assertions about academic
or, behavioral issues
Task Profiles
(2.00) (1.00) 0.00 1.00 2.00 3.00 4.00 5.00
do an oral quiz
go over last week's lessons
take a pop quiz
do a brief presentation from memory
recite a lengthy poem
take a written test
do silent reading
do whole-class oral response
do a team worksheeet
apply a formula
take notes during lecture
play a game
analyze text
create a graphic
compare and contrast
do design on multiple criteria
student-lead class discussion
make a creative product
develop a project plan
develop a hypothesis
Extro Agree Persist Emotion Intell Acad
(0.30) (0.20) (0.10) 0.00 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80
Amazo, Jay
Young, Aaron
Young, Airianna
Youngston, Alonzo
Zeba, Ali
academic_gain average_power average_affiliation
Feedback
Tasks
Performance in Time
simStudent Learning(e.g. 5 min gains on 3 tasks by “Ali”)
(1.00)
(0.90)
(0.80)
(0.70)
(0.60)
(0.50)
(0.40)
(0.30)
(0.20)
(0.10)
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.90
1.00
1 2 3 4 5 6 7 8 9 10 11
aca
extro
agree
persis
emot
intell
(1.00)
(0.90)
(0.80)
(0.70)
(0.60)
(0.50)
(0.40)
(0.30)
(0.20)
(0.10)
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.90
1.00
1 2 3 4 5 6 7 8 9 10 11
aca
extro
agree
persis
emot
intell
Do an oral quiz Recite a lengthy poem
(1.00)
(0.90)
(0.80)
(0.70)
(0.60)
(0.50)
(0.40)
(0.30)
(0.20)
(0.10)
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.90
1.00
1 2 3 4 5 6 7 8 9 10 11
aca
extro
agree
persis
emot
intell
Do whole-class oral response
gain 0.07gain (0.11) gain 0.17
simSchool Theories
• Zone of Proximal Development
• OCEAN model of psychology
• Physical model of sensation-perception
• Social Expectation States Theory concerning tasks
• Complex Systems
• System dynamics
Zone of Proximal Development
TASK Requirements
ZPD of the STUDENT
Time on Task
OCEAN model of psychology
• Open to New Things• Conscientious• Extroverted• Agreeable• Emotionally Stable
• Prefers Familiar• Easily Distracted• Introverted• Works Alone• Touchy - neurotic
Representational Domains
V A K O C E A N n…
Sally
Josh
Complex models produce data
• Differs from “noncomputational” theorizing in education
• A computer-based game or simulation the production of data is the centerpiece of game play, agent behavior, and the representation of physical processes.
Complex System Framework• Nodes and Influences• Hyperlinked peer-to-peer and hierarchical
structures• Interacting representational domains
comprised of factors expressed as continua• Dynamics characterized by
multidimensional fields with attractors and repellors controlling the evolution of system and subsystem states.
Nodes and Influences
Hyperlinked, peer-to-peer, hierarchical structures
V A K O C E A N n…
Dynamics
SallyTask
Dynamic Landscapes
TaskStudent