Case Study Method in Simulation Game Design and Teaching

Case Study Method in Simulation Game Design and Teaching

Marcin Wardaszko (Kozminski University, Poland)
Copyright: © 2017 |Pages: 24
DOI: 10.4018/978-1-5225-0770-3.ch003
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Abstract

Case studies and simulation games have a lot in common. In this chapter, the author analyses the commonalities of case studies and simulation games in three different aspects. The first aspect is the use of simulation games as case study based simulation games for teaching and learning, which are essential parts of simulation and gaming. The second aspect is designing case-study-based simulation games for educational purposes. The third aspect is using case-study-based simulation games in organisational development to increase the effectiveness of organisations and cultural changes. In order to help to design the appropriate learning experience, the author proposes a new game classification related to rule rigidity and win-state conditions, which will help the designers in their task of designing the proper case-study-based simulation game.
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Case Studies Versus Simulation Games In Learning

Both case studies and simulation games are considered active teaching methods with a strong inclination towards experiential learning based on the Kolb (1984) learning cycle. Experience-based learning is a change in the paradigm of teaching, where the word “teaching” involves assuming the point of view of the teacher and the teacher’s perception a priori. The model of teaching from a teacher’s perspective is group-centric. The person passing on the knowledge aims to give the facts in the most efficient way, and students try to assimilate the information to as great an extent as possible; this is the reason for the substantial focus on the process of transfer of knowledge. Experience-based teaching focuses on the perspective of students, who should learn to shape their own opinions through involvement and gained experience and thus develop their knowledge store. Experience-based teaching concentrates on the individual and on developing the individual’s abilities, rather than on assimilating facts. The biggest emphasis is on the learner and on the actions taken by them during the learning process.

Kolb’s Experiential Learning Model represents a system of teaching based on three simple steps:

  • Do

  • Rethink

  • Develop and implement (experiment with) the ideas for improvement

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