Games and simulations principle #3: Build in Proven Instructional Strategies

Clark and Mayer (2011) recommend that instructional games and simulations incorporate explanatory feedback (p 383). This is in the context of the need for a instructional game or simulation to be designed and built using proven instructional design strategies. The feedback needs to be provided at a grain that enables learning. For example, a flight simulator in which the simulated aircraft simply crashes if the user makes poor choices may not be very instructive if the user is left to be unaware of which of his or her choices resulted in the crash. Clark and Mayer indicate that there can be variations in how feedback is provided to learners. It is reasonable to understand that if the simulation is intended to be used in a classroom situation the feedback can be provided by a human instructor. However, if the simulator is intended to be used by the student working alone, the program itself must provide timely and meaningful feedback.

Direct link to source of the simulation above.

I designed and built the simulation above several years ago with two colleagues in Kentucky. I still use this simulation with my students in traditional classrooms when teaching knowledge management. It represents three people at the scene of an emergency observing events and sharing their observations with one another and with the boss working in the safety of a distant office. The boss makes important decisions in real time. He depends upon members 2 and 3 for his knowledge. Students can set several initial parameters pursuant to various hypotheses regarding the efficiency of the flow of knowledge through a social network. They run the simulation multiple times to see the results. I help them reflect on the findings based on the simulation. It is useful in the classroom because it is visual and the outcomes are realistic enough to generate a classroom conversation. The program provides raw feedback in terms of the percent of field knowledge that gets communicated to the boss in real time. However, the numbers must be interpreted for the simulation to be a useful instructional tool. The program does not have interpretation of the data built into it. Meaningful feedback requires the scaffolding that I can provide in the classroom. Although I did not have the benefit of a knowledge of proven instructional strategies when my colleagues and I designed and built this years ago, I think it is an adequate example of Games and Simulations Princiiple 3.

References

Clark, R. C. & Mayer, R.E. (2011). E-learning and the science of instruction: Proven Guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.