Hybrid and Virtual Educational Simulation Games (vESGs) for the Remote Learning Era: Design and Implementation of The GlobalEd vESG

Jeremy Riel, Kimberly A. Lawless

Source Title: Preparing Faculty for Technology Dependency in the Post-COVID-19 Era

ISBN13: 9781799892359|ISBN10: 1799892352|ISBN13 Softcover: 9781799892366|EISBN13: 9781799892373

DOI: 10.4018/978-1-7998-9235-9.ch004

MLA

Riel, Jeremy, and Kimberly A. Lawless. "Hybrid and Virtual Educational Simulation Games (vESGs) for the Remote Learning Era: Design and Implementation of The GlobalEd vESG." Preparing Faculty for Technology Dependency in the Post-COVID-19 Era, edited by Papia Bawa, IGI Global, 2022, pp. 1-19. https://doi.org/10.4018/978-1-7998-9235-9.ch004

APA

Riel, J. & Lawless, K. A. (2022). Hybrid and Virtual Educational Simulation Games (vESGs) for the Remote Learning Era: Design and Implementation of The GlobalEd vESG. In P. Bawa (Ed.), Preparing Faculty for Technology Dependency in the Post-COVID-19 Era (pp. 1-19). IGI Global. https://doi.org/10.4018/978-1-7998-9235-9.ch004

Chicago

Riel, Jeremy, and Kimberly A. Lawless. "Hybrid and Virtual Educational Simulation Games (vESGs) for the Remote Learning Era: Design and Implementation of The GlobalEd vESG." In Preparing Faculty for Technology Dependency in the Post-COVID-19 Era, edited by Papia Bawa, 1-19. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9235-9.ch004

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Abstract

Virtual educational simulation games (vESGs) promote unique combinations of learning interactions and affordances to create environments with which students can engage to effectively learn about complex phenomena and processes in multiple domains. Using the GlobalEd vESG as an example case throughout the chapter, the authors discuss (1) the key functions and experiences that vESGs provide to learners; (2) the types of valuable student interactions that can be expected when playing a vESG and strategies for maximizing these interactions for learning; (3) strategies for teacher implementation and adaptation of vESGs, as well as professional development programs to support their use of vESGs in classrooms; and (4) observed benefits of using vESGs as evidenced from over a decade of implementation of the GlobalEd vESG in authentic classroom settings.