Introducing Gaming and Simulation to University Class

• Kikkawa Toshiko

  Keio University

抄録

This paper describes a case study in which gaming and simulation were introduced to a Japanese university social psychology class. Although participatory learning methods, including gaming and simulation, have been attracting considerable attention in Japan, lectures remain the norm, especially in higher education. The author suggests that the use of gaming and simulation within a participatory learning framework has great potential, although many obstacles must be overcome before it becomes widespread in schools. This paper focuses on three topics. First, course design based on the “learning cycle” developed by Kolb (1984) and, more specifically, the “macro-cycle of a game session” developed by Klabbers (2006) are discussed. Second, several examples of classes are presented to provide readers with a more concrete idea of course design. Third, the applicability of this approach to other courses is discussed. Based on the results of 4 years of practice and feedback from students, the author concludes that this course design is particularly effective, although it is still evolving.

収録刊行物

• シミュレーション＆ゲーミング

  シミュレーション＆ゲーミング 25 (2), 95-98, 2017-11-25

  NPO法人 日本シミュレーション＆ゲーミング学会

キーワード

• gaming and simulation
• higher education
• educational effects
• Kolb’s learning cycle
• macro-cycle

詳細情報

• CRID: 1390282752342892800
• NII論文ID: 130007724626
• DOI: 10.32165/jasag.25.2_95
• ISSN: 24340472
• ISSN: 13451499
• 本文言語コード: en
• データソース種別:
  • JaLC
  • CiNii Articles
• 抄録ライセンスフラグ: 使用不可