Location of Repository

How can exploratory learning with games and simulations within the curriculum be most effectively evaluated?

By Sara de Freitas and M. Oliver


There have been few attempts to introduce frameworks that can help support tutors evaluate educational games and simulations that can be most effective in their particular learning context and subject area. The lack of a dedicated framework has produced a significant impediment for uptake of games and simulations particularly in formal learning contexts. This paper aims to address this shortcoming by introducing a four-dimensional framework for helping tutors to evaluate the potential of using games- and simulation- based learning in their practice, and to support more critical approaches to this form of games and simulations. The four-dimensional framework is applied to two examples from practice to test its efficacy and structure critical reflection upon practice

Topics: csis
Publisher: Elsevier
Year: 2006
OAI identifier: oai:eprints.bbk.ac.uk.oai2:404

Suggested articles



  1. (2005). A British Phenomenon Around the World. White paper.
  2. (2004). A simple classification model for debriefing simulation games. doi
  3. (2003). Action video game modifies visual selective attention. doi
  4. Activity theory and learning from digital games: implications for game design. Paper presented at Digital Generations: Children, young people and new media.
  5. (1996). Activity theory as a potential framework for human computer interaction research. In
  6. (2000). An introduction to the evaluation of learning technology.
  7. (2004). An investigation of the use of simulations and video gaming for supporting exploratory learning and developing higherorder cognitive skills.
  8. (2002). Briefing and debriefing of student fieldwork experiences: Exploring concerns and reflecting on practice. doi
  9. (1994). Choosing and using educational software: A teachers' guide.
  10. (1998). Computer Games as a learning resource.
  11. (2002). Cultural framing of computer/video games.
  12. (1995). Debriefing: The Key to Learning from Simulations/Games. Thousand Oaks.
  13. (2001). Digital games-based learning. doi
  14. (2005). Educating the Net Generation.
  15. (2003). Educational game models: conceptualization and evaluation. doi
  16. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs. doi
  17. (2000). Fiction and Imitation. doi
  18. (2001). Flexible Learning in a Digital World. doi
  19. (2002). From exuberant youth to sustainable maturity. Competitiveness analysis of the UK games software sector. London: Department of Trade and Industry.
  20. (2004). Learning through Play. Internal report. London Learning and Skills Research Centre.
  21. (2004). Literature review in games and learning. Report 8.
  22. (2004). Loading the Dice: The Challenge of Serious Videogames.
  23. (1995). Media Culture. Cultural Studies, doi
  24. (1992). New vocabularies in film semiotics. doi
  25. (1999). Pedagogy in work-based contexts. doi
  26. (1990). Real and virtual spaces: mapping from spatial cognition to hypertext.
  27. (2005). Review of the uptake and embedding of digital content. Internal report.
  28. (2004). Simulations and the future of learning. doi
  29. (1999). Studying teaching, learning and technology: a tool kit from the Flashlight programme.
  30. (2005). The convergence of serious gaming and military simulations. Paper submitted to Human Computer Interaction International Conference. Las Vegas. United States. 19 Wardynski,
  31. (2002). The gameplay Gestalt, narrative and interactive storytelling.
  32. (2003). The gaming landscape: a taxonomy for classifying games and simulations doi
  33. (2003). The Search for High-Quality Online Content for Low-Income and Underserved Communities: Evaluating and Producing What’s Needed. The Children’s Partnership.
  34. (1998). Understanding and constructing shared spaces with mixed-reality boundaries. doi
  35. (2003). Understanding pedagogy and its impact on learning. London: Paul Chapman doi
  36. (2001). Validating small arms simulation. Military training and simulation news.
  37. (1992). Virtual worlds: a journey in hype and hyperreality. doi
  38. (2003). What video games have to teach us about learning and literacy. doi
  39. (2000). Written debriefing: the next vital step in learning with simulations. doi
  40. (2005). www.educause.edu/educatingthe netgen/. Last accessed 3rd

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.