Using Simulation Games to Increase Student and Instructor Engagement

Abstract

Instructors are often reluctant to alter their current pedagogies in favor of engaged learning alternatives. In this article the author describes the development and implementation of an engaged learning, simulation-based pedagogy designed to increase student and instructor engagement. Student learning was examined across simulation and non-simulation classes. Results indicated that equivalent learning occurred across classes, with simulation classes reporting high levels of classroom engagement. The costs and benefits of this pedagogical change are examined.