THE ROLE OF SIMULATION AND GAMING IN ACQUISITION STUDENTS’ COMPETENCES FOR THEIR FUTURE CAREERS

In that regard, “Simulation and Gaming”, as active methodologies, in the context of Applied Linguistics, particularly as regards Teaching, entails an innovative approach or methodology, which makes students need to argue, express their feelings and ideas, and defend their point of view, thus practicing and developing mental and emotional processes that will activate whenever he or she submit to a real communication situation, which, furthermore, develops the objectives and makes them acquire the target competences for their future professions.

Progressing in the exposed sense, Hussain and Coleman (2014) explore the theme of field leaders in serious games and professionals in entertainment games, who share practical guidelines and lessons from their own experiences researching and developing learning games. According, then, to Hussain and Coleman (2014), the method often associated with instructional system design has become known as the ADDIE. ADDIE is the acronym for the five phases in the model: Analyze, Design, Develop, Implement, and Evaluate.

Analysis is the starting point for instructional design. Much as a software developer conducts an analysis to determine the requirements for software, an instructional designer conducts an analysis to define the performance issues and gather data for potential solutions. Various types of analyses may be conducted, but analyses of both the learners and the learning problem are essential. Learner analysis focuses on understanding what learners know, what preferences and biases they might have, and what specific performance will be expected of them, providing information to guide decisions about the content, learning strategies, and assessment approaches. Based on this information, for example, the design of a learning intervention for an experienced air traffic controller, who must demonstrate mastery of emergency procedures in a real-time simulation would likely differ in strategy, complexity, and type of feedback from instruction designed for a novice who will be expected to explain how aircraft are spaced in routine and emergency conditions. Other important analyses include content analysis (working with subject matter experts (SMEs) to assess what must be taught), context analysis, (where the product will be used physically and the curriculum in which it will be used), and task analysis (which also requires SMEs – possibly different ones).

Design and development are closely linked as the design process includes feedback loops to refine and modify instruction based on observed outcomes. Initial design requires an understanding of the subject matter (i.e., target domain) and the science of learning (e.g., how individuals learn, strategies to optimize learning and reduce interference). In the first case for the expert air traffic controller, a learning objective might be “the learner will safely manage the flight pattern during a storm and subsequent power outage.” For the novice, the learning objectives might be “the learner will provide a plan for spacing aircraft during a storm” and “the learner will provide the rationale for the distances represented in their plan.” These objectives will drive the design of the learning interventions, including the complexity of tasks, pace, and frequency and type of feedback.

To ensure subject matter knowledge, designers work closely with subject matter experts to create meaningful learning experiences. This partnership must recognize the strengths of both the designers and subject matter experts to focus on what each does best. While experts are good at what they do, designers cannot and should not expect them to always know the best way to teach specific skills. Subject matter experts may not be aware of science of learning best practices that address how people learn, best practices for feedback, or strategies to manage cognitive load that must be factored into good design. Subject matter experts also may not fully recall what it is like to learn something as a beginner or they may be constricted in thinking only of how they learned something. Subject matter experts are essential, to help the instructional designer define the tasks, working environment, and common errors learners make.

During implementation, learning products are delivered to students and data is collected to determine how well the intervention achieved its intended outcomes and to identify opportunities for improvement.

Evaluation captures both formative and summative evaluation activities. Summative evaluation occurs at the end of the instructional intervention to determine the extent to which the learning objectives were achieved.

Bibliographical reference

Hussain, T. S., & Coleman, S. L. (Eds.). (2014). Design and Development of Training Games. Cambridge University Press.

Source:

· http://assets.cambridge.org/97811070/51744/excerpt/9781107051744_excerpt.pdf

· http://assets.cambridge.org/97811070/51744/frontmatter/9781107051744_frontmatter.pdf

In the following link, you can find another featured research, which may relate to the role of “multidisciplinary nature of learning-games development.” Source (Flexible Learning Environments):

· https://www.researchgate.net/publication/291523527_Flexible_Learning_Environments-Theories-Trends-Issues

In the same way, should you would like to get more information or you would rather obtain more epistemological theory and practice that deal with this topic, please take a look at this groundbreaking piece of research:

PSL (primordial symbolic language), matrix-q strategic thinking & game theory

(https://research.luisdanielmaldonadofonken.info/2017/10/25/psl-primordial-symbolic-language-strategic-thinking-game-theory/)

THE ROLE OF SIMULATION AND GAMING IN ACQUISITION STUDENTS’ COMPETENCES FOR THEIR FUTURE CAREERS

In that regard, “Simulation and Gaming”, as active methodologies, in the context of Applied Linguistics, particularly as regards Teaching, entails an innovative approach or methodology, which makes students need to argue, express their feelings and ideas, and defend their point of view, thus practicing and developing mental and emotional processes that will activate whenever he or she submit to a real communication situation, which, furthermore, develops the objectives and makes them acquire the target competences for their future professions.

Progressing in the exposed sense, Hussain and Coleman (2014) explore the theme of field leaders in serious games and professionals in entertainment games, who share practical guidelines and lessons from their own experiences researching and developing learning games. According, then, to Hussain and Coleman (2014), the method often associated with instructional system design has become known as the ADDIE. ADDIE is the acronym for the five phases in the model: Analyze, Design, Develop, Implement, and Evaluate.

Analysis is the starting point for instructional design. Much as a software developer conducts an analysis to determine the requirements for software, an instructional designer conducts an analysis to define the performance issues and gather data for potential solutions. Various types of analyses may be conducted, but analyses of both the learners and the learning problem are essential. Learner analysis focuses on understanding what learners know, what preferences and biases they might have, and what specific performance will be expected of them, providing information to guide decisions about the content, learning strategies, and assessment approaches. Based on this information, for example, the design of a learning intervention for an experienced air traffic controller, who must demonstrate mastery of emergency procedures in a real-time simulation would likely differ in strategy, complexity, and type of feedback from instruction designed for a novice who will be expected to explain how aircraft are spaced in routine and emergency conditions. Other important analyses include content analysis (working with subject matter experts (SMEs) to assess what must be taught), context analysis, (where the product will be used physically and the curriculum in which it will be used), and task analysis (which also requires SMEs – possibly different ones).

Design and development are closely linked as the design process includes feedback loops to refine and modify instruction based on observed outcomes. Initial design requires an understanding of the subject matter (i.e., target domain) and the science of learning (e.g., how individuals learn, strategies to optimize learning and reduce interference). In the first case for the expert air traffic controller, a learning objective might be “the learner will safely manage the flight pattern during a storm and subsequent power outage.” For the novice, the learning objectives might be “the learner will provide a plan for spacing aircraft during a storm” and “the learner will provide the rationale for the distances represented in their plan.” These objectives will drive the design of the learning interventions, including the complexity of tasks, pace, and frequency and type of feedback.

To ensure subject matter knowledge, designers work closely with subject matter experts to create meaningful learning experiences. This partnership must recognize the strengths of both the designers and subject matter experts to focus on what each does best. While experts are good at what they do, designers cannot and should not expect them to always know the best way to teach specific skills. Subject matter experts may not be aware of science of learning best practices that address how people learn, best practices for feedback, or strategies to manage cognitive load that must be factored into good design. Subject matter experts also may not fully recall what it is like to learn something as a beginner or they may be constricted in thinking only of how they learned something. Subject matter experts are essential, to help the instructional designer define the tasks, working environment, and common errors learners make.

During implementation, learning products are delivered to students and data is collected to determine how well the intervention achieved its intended outcomes and to identify opportunities for improvement.

Evaluation captures both formative and summative evaluation activities. Summative evaluation occurs at the end of the instructional intervention to determine the extent to which the learning objectives were achieved.

Bibliographical reference

Hussain, T. S., & Coleman, S. L. (Eds.). (2014). Design and Development of Training Games. Cambridge University Press.

Source:

· http://assets.cambridge.org/97811070/51744/excerpt/9781107051744_excerpt.pdf

· http://assets.cambridge.org/97811070/51744/frontmatter/9781107051744_frontmatter.pdf

In the following link, you can find another featured research, which may relate to the role of “multidisciplinary nature of learning-games development.” Source (Flexible Learning Environments):

· https://www.researchgate.net/publication/291523527_Flexible_Learning_Environments-Theories-Trends-Issues

In the same way, should you would like to get more information or you would rather obtain more epistemological theory and practice that deal with this topic, please take a look at this groundbreaking piece of research:

PSL (primordial symbolic language), matrix-q strategic thinking & game theory

(https://research.luisdanielmaldonadofonken.info/2017/10/25/psl-primordial-symbolic-language-strategic-thinking-game-theory/)

I can not see any obstacles in providing simulation software with your students. It will help them see the big image.

https://www.flexsim.com/educators/

How can students be given experience in the confused realities of engineering processes? How can undergraduate students be convinced that processes can be analyzed and improved? Computer simulations properly designed and applied could answer these challenges revolutionizing education in Power Electronics. In recent years, computer simulation has been commonly used in education to motivate students in their learning and help teachers to improve their teaching level. The present paper focuses on developing a speed controller for DC motors starting from theoretical aspects, passing through simulations, and finally reaching a control prototype. The control theory is based on a nonlinear technique known as Sliding Mode Control (SMC) involving artificial intelligence for optimization such as Fuzzy Logic (FL), Adaptive Neurofuzzy Inference Systems (ANFIS), and Genetic Algorithms (GAs).

John Locke's book

For example, for teaching chemical nomenclature, in the undergraduate courses and first semester in General Chemistry, I have used the Chenwin program. Although it is not a simulator itself, students have been able to build certain models of molecules, both flat and in space.

How can students be given experience in the confused realities of engineering processes? How can undergraduate students be convinced that processes can .

My experience in COVID 19 period, mostly i suggest to my students to use cloud/open access tool for engineering subjects.( design and modelling)