At a recent lunch event I was speaking with some of the other attendees about this and that when my ears perked up at a conversation happening at another table. I zoned in on one person’s moaning about some training they were about to take. I thought to myself, in a tough economy it is nice that people are getting training. But the complaining continued “Taking a week off of work to attend training is going to be painful. In all likelihood I will forget what I learned, and still have to catch up on Monday.”
“It is 3 days of lecture with an exam at the end, oh, and a day for a simulation.” They said as they rolled their eyes. “Like I have time to play games.”
Simulations as they pertain to training are similar in many ways. In my opinion they can enhance knowledge that can be shared in a few days as well as promote learning. Think about the amount of content that you are expecting students to absorb in the timeframe of a few days and then expecting them to regurgitate that data to pass an exam at the end. For me, the student’s ability to learn can only happen if they truly understand the knowledge that is shared over the 3 or 4 days.
Active learning not only increases comprehension, but also enhances problem solving skills as it relates to the subject.
This may be a welcomed change to increase interest in the subject after days of reviewing content (which depending on the instructor could seem long).
- It allows participant to see, if even only in a limited way, that there are other perspectives and viewpoints within the context of real world application of the subject being simulated.
Remember that even though this may just be a game there is contextual information embedded within the game itself to further promote the subject being taught.