This Article Full Text (OnlineFirst PDF) Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Corbeil, P. Articles by Laveault, D. Search for Related Content Social Bookmarking                         What's this?

Validity of a Simulation Game as a Method for History Teaching

^* To whom correspondence should be addressed. E-mail: pierre.corbeil{at}gmail.com.

	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.

First published on October 8, 2008
Simulation & Gaming 2008, doi:10.1177/1046878108325451


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?