ERIC Number: ED165834
Record Type: RIE
Publication Date: 1977-Oct
Reference Count: 0
Games and Simulations in Developmental Education.
Clavner, Jerry B.
Developmental education activities should attempt to provide experiences which do not hold the student back from the normal flow of learning and which utilize processes already in the student's repertoire. Virtually all areas of developmental instruction can be supplemented with games and simulations, that is, activities designed to show the process of a possible or actual reality in which roles, resources, rules, and goals are specified. Games and simulations are discrete, complete, and logical. They are approximations, just as laboratory situations or apprenticeships approximate real work situations. In designing or using games, one should (1) determine what the student is to learn; (2) determine what proto-processes or pre-concepts are necessary to do the behavior; (3) design the general structure of the game by specifying roles, goals, resources, interactions, sequence of events, and external factors; (4) write out the game as a process; (5) design the materials; (6) write the rules; (7) evaluate and revise the game; and (8) pre-test and evaluate the game again. There must be a point to playing the game and that point must be made clear to the student. Behavioral objectives must be clearly spelled out and measured accurately. Whether used in the classroom or in a supplementary learning environment, games and simulations can help the learner gain the advantages of skill facility in the application of a particular discipline's terms and concepts. (Author/MB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: A working paper presented at the Annual Ohio Developmental Education Conference (5th, October 14-15, 1977)