Use of Simulations in Teaching U.S. History for Motivating in Online and Blended Learners


Facing unmotivated and inattentive students, teachers turn to new methods to engage classes, such as video lessons and interactive content. A literature review of this nature benefits educators in providing a counterpoint of the disadvantages and best practices of simulations for classroom success. Simulations, including role-playing scenarios, video games, map exploration activities, and mock trials, actively involve students in either live or game-based learning, which improves test performance, interest, and openness to new learning experiences. Participation in active simulations improves critical-thinking and problem- solving skills. Utilizing best practices of purpose, active involvement, formative (not summative) assessment, affinity spaces, learning characteristics, failure as an option, emotion, and situated learning establishes an environment which promotes students’ long- term comprehension and success. The power of simulation lies in its demand for active learning, whereas passively reading a textbook or completing answers on a worksheet of contrived questions which are not those of the student negatively impacts the inspiration (breathing in) of knowledge. Fueled by a better understanding of the available research, engagement is possible.

Author Information
LeAnne J. Schmidt, Central Michigan University, United States

Paper Information
Conference: IICE2023
Stream: Learning Experiences

This paper is part of the IICE2023 Conference Proceedings (View)
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To cite this article:
Schmidt L. (2023) Use of Simulations in Teaching U.S. History for Motivating in Online and Blended Learners ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings
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Posted by James Alexander Gordon