Loon, M (2014) 'Affect-based effects of simulation games on learning.' Worcester Journal of Learning and Teaching (9). pp. 50-63.
Abstract
Empirical evidence has demonstrated the benefits of using simulation games in enhancing learning especially in terms of cognitive gains. This is to be expected as the dynamism and non-linearity of simulation games are more cognitively demanding. However, the other effects of simulation games, specifically in terms of learners' emotions, have not been given much attention and are under-investigated. This study aims to demonstrate that simulation games stimulate positive emotions from learners that help to enhance learning. The study finds that the affect-based constructs of interest, engagement and appreciation are positively correlated to learning. A stepwise multiple regression analysis shows that a model involving interest and engagement are significantly associated with learning. The emotions of learners should be considered in the development of curriculum, and the delivery of learning and teaching as positive emotions enhances learning.
| Item Type: | Article |
|---|---|
| Note: | Worcester Journal of Learning and Teaching (WJLT) is an open-access, peer-reviewed journal published by the Academic Development and Practice Unit at the University of Worcester to disseminate academic articles, project reports and personal perspectives about Learning and Teaching written by staff associated with the University and its partners. |
| Keywords: | simulation games, emotions, interest, engagement, appreciation, learning, teaching |
| Divisions: | Bath Business School Chancelry and Research Management |
| Date Deposited: | 16 Jun 2017 15:40 |
| Last Modified: | 15 Aug 2021 09:46 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/9646 |
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