Validity of a Simulation Game as a Method for History Teaching

Pierre Corbeil and Dany Laveault
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Pierre Corbeil: FPC, Drummondville, Canada, pcorbeil@cdrummond.qc.ca
Dany Laveault: University of Ottawa, Canada, dlaveaul@uottawa.ca

Simulation & Gaming, 2011, vol. 42, issue 4, 462-475

Abstract: The aim of this research is, first, to determine the validity of a simulation game as a method of teaching and an instrument for the development of reasoning and, second, to study the relationship between learning and students’ behavior toward games. The participants were college students in a History of International Relations course, with two groups participating in a simulation game and one serving as a control group. The results show that the experimental groups had higher scores on a test of comprehension and that participants within these two groups who were identified as operating at a level of formal reasoning (as evaluated by an arrangement test) obtained the highest knowledge scores. Learning style was found to be an important variable in explaining motivation toward the game.

Keywords: behavior; efficiency of games; experiments on games; history; learning style; reasoning; validity (search for similar items in EconPapers)
Date: 2011
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Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:42:y:2011:i:4:p:462-475

DOI: 10.1177/1046878108325451

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