What are the potential benefits of emerging technologies, such as gaming and simulated learning environments, for students with disabilities?
Historical Perspective: Educational Gaming and Simulation
The use of games and simulation in education has been used in all educational, business, and military settings (Dempsey et al., 1997). As noted by D.R. Cruishank (1980), there are two types of games:
- Non-simulation games – participants solve problems in a school subject such as mathematics or spelling that makes use of principles of that subject or discipline.
- Simulation games – participants are provided with a simulated environment in which to play; games are intended to provide students with insight into the process or event from a real-world perspective which is being simulated.
Games were used to make decisions on marriage, career exploration, hiring decisions or admission to college (Ifill, 1994). The focus for simulation gaming has changed since the 1970’s and has expanded the use of simulation and games for training and education.
Technology and Education, Retrieved: 2/16/08 (http://.cofc.edu/~seay/cb/simgames.html)
Learning with Games and Simulation
Computer games and simulations can be defined as interactive multimedia with dynamic elements that are under user control. They range from games that require simple, repetitive actions, such as Tetris®, to complex digital worlds. Unlike much of the multimedia, games and simulations are highly interactive, with many user controlled features (Rieber, 2005). Researchers have studied and found that educational games and simulations effectively support learning.
Multimedia Game Formats: Benefits for students with disabilities and diverse learners
Epistemic game is a game simulation of professional training that supports students with disabilities in their transition process by providing an experience for participating in a structured environment. It is a variation of the educational multi-user virtual environment (MUVE). The focus is to help students learn to think like professionals. For example, Shafer (2006) described science.net, (developed by researchers David Hatfield and Alecia Magnifico) as a way for students to learn real-world experiences as journalists while learning to apply many skills of a professional journalist. In this game, students are journalists reporting on current scientific issues in a weekly online newspaper. The students learn scientific skills and the skills of journalism, such as conducting an interview and organizing information for reporting and copyediting. Shafer (2006) has suggested that this technology might be valuable for students with disabilities where school internships are impractical and unavailable.
Shafer, D.W. & National Center for Technology (2006). Epistemic games as career preparatory experiences for students with disabilities. Journal of Technology, 22(3) 57-69. http://www.cited.org./index.aspx?page_id=159)
Augmented reality simulations and games integrate a fictional story into the real-world environment. Students actually gather information from the environment through digital devices (e.g. handheld technology). An example of an augmented reality simulation is Environmental Detectives, an outdoor game in which players try to uncover the source of a toxic spill. Working in teams and using handheld devices with Global Positioning Systems (GPS), the students interview virtual characters, conduct simulated environmental measurements and analyze data. Although there is a lack of research reported on use of augmented reality simulation and games with students with disabilities, the implications are that high school students, including students with disabilities, have a real-world experience of using handheld devices such as cell phones and personal digital assistants (PDAs) for accessing information. Therefore, the successful use of a learning game, such as Environmental Detectives, would help students with applying skills such as gathering data from the actual environment and applying the information to real-world experience.
(http://www.cited.org./index.aspx?page_id=159)
Rationale for using gaming and simulation: students with disabilities and diverse learners
- According to a 2006 report published at the Summit of Educational Games, businesses and schools are increasingly turning to interactive worlds and simulations for training because succeeding in such games has a strong correlation with skills required to operate in a modern world.
- Games allow the participation of students of all ages, diverse learning styles, and disabilities, to be active learners interacting with knowledge instead of simply reading and listening.
- Thirty-five percent of computer and game players are younger than 18, according to the Entertainment Software Association.
http://www.technewsworld.com/story/61702%20.html - When using instructional materials and activities designed for ESL learners, computer simulations and games can provide a rich environment for language learning.
(http://unice.fr/sg/resources/biblios/biblio_esl_technology_writing_a.htm - Without transition access, students with disabilities are more likely than students without disabilities to be unemployed and receive lower pay (Shafer, 2006; Dunn, 1996; 1996; National Council on Disability, 2003).
- According to Shaffer (2006), students with disabilities may have trouble envisioning themselves as members of a profession and may develop unrealistic expectations of what will be required. The assistance of transition resources may improve their outlook on their possibilities.
Shafer, D.W. & National Center for Technology (2006). Epistemic games as career preparatory experiences for students with disabilities. Journal of Technology, 22(3) 57-69.
Examples Online resources: Gaming and Simulated Learning Environments
- River City Resources – Supported by a grant from the National Science Foundation, an interactive MUVE for middle school science students.
- Epistemic Games: Building the Future of Education- This weblog includes information and resources related to epistemic games, including science.net.
- The Education Arcade- Is developing and researching several online multi-user games. The website includes an online community with current information on various games. It is associated with the MIT Handheld Augmented Reality Simulations project.
- MIT Handheld Augmented Reality Simulations- MIT’s Teacher Education Program, along with Education Arcade are developing a collection of Augmented Reality Simulations using handheld technologies.
