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Debriefing in Simulation Games: An Examination of Reflection on Cognitive and Affective Learning Outcomes - Couverture souple

Feinberg, Joseph

 
9783844318432: Debriefing in Simulation Games: An Examination of Reflection on Cognitive and Affective Learning Outcomes
Couverture souple
ISBN 10 : 3844318437 ISBN 13 : 9783844318432
Editeur : LAP LAMBERT Academic Publishing, 2011

Synopsis

Debriefing is central to the experiential learning process, yet simulation game research studies seldom have focused on it. Properly designed simulation games with debriefing potentially provide a means to engage students in thoughtful, engaging, and worthwhile learning that is consistent with the contemporary goals of education. A small number of prior studies found debriefing had a positive effect on cognitive learning. However, the studies with positive results are too few and too contradictory as a result of problematic designs to warrant generalizations from the findings. The participants for this study were 238 students in state mandated economics classes. A variety of immediate and retention posttest measures were utilized to assess the levels of cognitive learning and interest on four randomly assigned alternative treatments. Data were analyzed by means of descriptive statistics, analysis of variance, and effect sizes. Findings from this sample supported previous research results that indicated debriefing has a positive immediate effect on cognitive learning. The implications of the results and suggestions for future research were discussed in detail.

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Présentation de l'éditeur

Debriefing is central to the experiential learning process, yet simulation game research studies seldom have focused on it. Properly designed simulation games with debriefing potentially provide a means to engage students in thoughtful, engaging, and worthwhile learning that is consistent with the contemporary goals of education. A small number of prior studies found debriefing had a positive effect on cognitive learning. However, the studies with positive results are too few and too contradictory as a result of problematic designs to warrant generalizations from the findings. The participants for this study were 238 students in state mandated economics classes. A variety of immediate and retention posttest measures were utilized to assess the levels of cognitive learning and interest on four randomly assigned alternative treatments. Data were analyzed by means of descriptive statistics, analysis of variance, and effect sizes. Findings from this sample supported previous research results that indicated debriefing has a positive immediate effect on cognitive learning. The implications of the results and suggestions for future research were discussed in detail.

Biographie de l'auteur

Joseph R. Feinberg is an Assistant Professor at Georgia State University in Atlanta, Georgia. He taught social studies in Smyrna, Georgia where he received a Martin Luther King Humanitarian Award. Joseph earned his doctorate degree, educationspecialist, and master degree at The University of Georgia. Hisbachelor degree is from UNC Chapel Hill.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
LAP LAMBERT Academic Publishing
Date d'édition
2011
Langue
anglais
ISBN 10 
3844318437
ISBN 13 
9783844318432
Reliure
Broché
Nombre de pages
104
Coordonnées du fabricant
non disponible
Personne responsable
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