The Instructional Power of Game-Based Learning and Simulation in a K-12 School in the Tehran, Iran

Morteza Alibakhshi Kenari

doi:doi:10.11648/j.ijeedu.20140303.16

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The Instructional Power of Game-Based Learning and Simulation in a K-12 School in the Tehran, Iran

Morteza Alibakhshi Kenari

Published in International Journal of Elementary Education (Volume 3, Issue 3)

Received: 10 June 2014 Accepted: 7 July 2014 Published: 20 July 2014

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Abstract

Psychologists have often emphasised the need to incorporate games into the school curriculum as a way of providing with learners opportunities to develop in all aspects of the curriculum. Accordingly, these games offer learners an avenue to release their mental tension resulting from rigorous academic engagement. Previous studies have also indicated that the learning process can be made more enjoyable for learners, when games are incorporated into the learning process. This study examined the instructional power of game-based learning and simulation in a K-12 setting and sought to provide insight as to whether game-based learning would be an emphatic method that could be used for teaching and learning. Many scholars have argued that game-based learning stirs up a sense of motivation on the side of learners regarding their learning process. Therefore, this study explored the distinct features of game-based learning which learners consider to be interesting / absorbing. The findings of this study showed that the use of game-based learning as an instruction method is very effective in the teaching and learning process. It has the ability to engage and provoke learners’ interests. Besides, its experimental nature allows learners to participate fully in the class work. This means that teachers need to design teaching content that incorporates games since the latter provide a practical learning approach which helps learners to memorize most of the content learn. The study also recommends that educators tasked with designing and developing the curriculum should emphasize the importance of instructional methods that allow teachers to incorporate games into the teaching content.

Published in	International Journal of Elementary Education (Volume 3, Issue 3)
DOI	10.11648/j.ijeedu.20140303.16
Page(s)	86-91
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Instructional, Game-Based, Learning, Simulation, Online, K-12 Education

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Morteza Alibakhshi Kenari. (2014). The Instructional Power of Game-Based Learning and Simulation in a K-12 School in the Tehran, Iran. International Journal of Elementary Education, 3(3), 86-91. https://doi.org/10.11648/j.ijeedu.20140303.16

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Morteza Alibakhshi Kenari. The Instructional Power of Game-Based Learning and Simulation in a K-12 School in the Tehran, Iran. Int. J. Elem. Educ. 2014, 3(3), 86-91. doi: 10.11648/j.ijeedu.20140303.16

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AMA Style

Morteza Alibakhshi Kenari. The Instructional Power of Game-Based Learning and Simulation in a K-12 School in the Tehran, Iran. Int J Elem Educ. 2014;3(3):86-91. doi: 10.11648/j.ijeedu.20140303.16

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@article{10.11648/j.ijeedu.20140303.16,
  author = {Morteza Alibakhshi Kenari},
  title = {The Instructional Power of Game-Based Learning and Simulation in a K-12 School in the Tehran, Iran},
  journal = {International Journal of Elementary Education},
  volume = {3},
  number = {3},
  pages = {86-91},
  doi = {10.11648/j.ijeedu.20140303.16},
  url = {https://doi.org/10.11648/j.ijeedu.20140303.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20140303.16},
  abstract = {Psychologists have often emphasised the need to incorporate games into the school curriculum as a way of providing with learners opportunities to develop in all aspects of the curriculum. Accordingly, these games offer learners an avenue to release their mental tension resulting from rigorous academic engagement. Previous studies have also indicated that the learning process can be made more enjoyable for learners, when games are incorporated into the learning process. This study examined the instructional power of game-based learning and simulation in a K-12 setting and sought to provide insight as to whether game-based learning would be an emphatic method that could be used for teaching and learning. Many scholars have argued that game-based learning stirs up a sense of motivation on the side of learners regarding their learning process. Therefore, this study explored the distinct features of game-based learning which learners consider to be interesting / absorbing. The findings of this study showed that the use of game-based learning as an instruction method is very effective in the teaching and learning process. It has the ability to engage and provoke learners’ interests. Besides, its experimental nature allows learners to participate fully in the class work. This means that teachers need to design teaching content that incorporates games since the latter provide a practical learning approach which helps learners to memorize most of the content learn. The study also recommends that educators tasked with designing and developing the curriculum should emphasize the importance of instructional methods that allow teachers to incorporate games into the teaching content.},
 year = {2014}
}

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TY  - JOUR
T1  - The Instructional Power of Game-Based Learning and Simulation in a K-12 School in the Tehran, Iran
AU  - Morteza Alibakhshi Kenari
Y1  - 2014/07/20
PY  - 2014
N1  - https://doi.org/10.11648/j.ijeedu.20140303.16
DO  - 10.11648/j.ijeedu.20140303.16
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 86
EP  - 91
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20140303.16
AB  - Psychologists have often emphasised the need to incorporate games into the school curriculum as a way of providing with learners opportunities to develop in all aspects of the curriculum. Accordingly, these games offer learners an avenue to release their mental tension resulting from rigorous academic engagement. Previous studies have also indicated that the learning process can be made more enjoyable for learners, when games are incorporated into the learning process. This study examined the instructional power of game-based learning and simulation in a K-12 setting and sought to provide insight as to whether game-based learning would be an emphatic method that could be used for teaching and learning. Many scholars have argued that game-based learning stirs up a sense of motivation on the side of learners regarding their learning process. Therefore, this study explored the distinct features of game-based learning which learners consider to be interesting / absorbing. The findings of this study showed that the use of game-based learning as an instruction method is very effective in the teaching and learning process. It has the ability to engage and provoke learners’ interests. Besides, its experimental nature allows learners to participate fully in the class work. This means that teachers need to design teaching content that incorporates games since the latter provide a practical learning approach which helps learners to memorize most of the content learn. The study also recommends that educators tasked with designing and developing the curriculum should emphasize the importance of instructional methods that allow teachers to incorporate games into the teaching content.
VL  - 3
IS  - 3
ER  -

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Author Information

Morteza Alibakhshi Kenari

Martyr Beheshti University of Medical Sciences and Health Services, Tehran, Iran

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Morteza Alibakhshi Kenari. (2014). The Instructional Power of Game-Based Learning and Simulation in a K-12 School in the Tehran, Iran. International Journal of Elementary Education, 3(3), 86-91. https://doi.org/10.11648/j.ijeedu.20140303.16

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ACS Style

Morteza Alibakhshi Kenari. The Instructional Power of Game-Based Learning and Simulation in a K-12 School in the Tehran, Iran. Int. J. Elem. Educ. 2014, 3(3), 86-91. doi: 10.11648/j.ijeedu.20140303.16

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AMA Style

Morteza Alibakhshi Kenari. The Instructional Power of Game-Based Learning and Simulation in a K-12 School in the Tehran, Iran. Int J Elem Educ. 2014;3(3):86-91. doi: 10.11648/j.ijeedu.20140303.16

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@article{10.11648/j.ijeedu.20140303.16,
  author = {Morteza Alibakhshi Kenari},
  title = {The Instructional Power of Game-Based Learning and Simulation in a K-12 School in the Tehran, Iran},
  journal = {International Journal of Elementary Education},
  volume = {3},
  number = {3},
  pages = {86-91},
  doi = {10.11648/j.ijeedu.20140303.16},
  url = {https://doi.org/10.11648/j.ijeedu.20140303.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20140303.16},
  abstract = {Psychologists have often emphasised the need to incorporate games into the school curriculum as a way of providing with learners opportunities to develop in all aspects of the curriculum. Accordingly, these games offer learners an avenue to release their mental tension resulting from rigorous academic engagement. Previous studies have also indicated that the learning process can be made more enjoyable for learners, when games are incorporated into the learning process. This study examined the instructional power of game-based learning and simulation in a K-12 setting and sought to provide insight as to whether game-based learning would be an emphatic method that could be used for teaching and learning. Many scholars have argued that game-based learning stirs up a sense of motivation on the side of learners regarding their learning process. Therefore, this study explored the distinct features of game-based learning which learners consider to be interesting / absorbing. The findings of this study showed that the use of game-based learning as an instruction method is very effective in the teaching and learning process. It has the ability to engage and provoke learners’ interests. Besides, its experimental nature allows learners to participate fully in the class work. This means that teachers need to design teaching content that incorporates games since the latter provide a practical learning approach which helps learners to memorize most of the content learn. The study also recommends that educators tasked with designing and developing the curriculum should emphasize the importance of instructional methods that allow teachers to incorporate games into the teaching content.},
 year = {2014}
}

Copy | Download

TY  - JOUR
T1  - The Instructional Power of Game-Based Learning and Simulation in a K-12 School in the Tehran, Iran
AU  - Morteza Alibakhshi Kenari
Y1  - 2014/07/20
PY  - 2014
N1  - https://doi.org/10.11648/j.ijeedu.20140303.16
DO  - 10.11648/j.ijeedu.20140303.16
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 86
EP  - 91
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20140303.16
AB  - Psychologists have often emphasised the need to incorporate games into the school curriculum as a way of providing with learners opportunities to develop in all aspects of the curriculum. Accordingly, these games offer learners an avenue to release their mental tension resulting from rigorous academic engagement. Previous studies have also indicated that the learning process can be made more enjoyable for learners, when games are incorporated into the learning process. This study examined the instructional power of game-based learning and simulation in a K-12 setting and sought to provide insight as to whether game-based learning would be an emphatic method that could be used for teaching and learning. Many scholars have argued that game-based learning stirs up a sense of motivation on the side of learners regarding their learning process. Therefore, this study explored the distinct features of game-based learning which learners consider to be interesting / absorbing. The findings of this study showed that the use of game-based learning as an instruction method is very effective in the teaching and learning process. It has the ability to engage and provoke learners’ interests. Besides, its experimental nature allows learners to participate fully in the class work. This means that teachers need to design teaching content that incorporates games since the latter provide a practical learning approach which helps learners to memorize most of the content learn. The study also recommends that educators tasked with designing and developing the curriculum should emphasize the importance of instructional methods that allow teachers to incorporate games into the teaching content.
VL  - 3
IS  - 3
ER  -

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