Reference Hub

This research has been cited in:

Article
A systematic review of the use of simulation games in K-12 educationInteractive Learning Environments10.1080/10494820.2023.2205894
Chapter
Developing Written Argumentation Skills With an Educational Simulation Game (ESG)Cases on Innovative and Successful Uses of Digital Resources for Online Learning10.4018/978-1-7998-9004-1.ch007
Chapter
Hybrid and Virtual Educational Simulation Games (vESGs) for the Remote Learning EraPreparing Faculty for Technology Dependency in the Post-COVID-19 Era10.4018/978-1-7998-9235-9.ch004

Enhancing Student Affect From Multi-Classroom Simulation Games via Teacher Professional Development: Supporting Game Implementation With the ROPD Model

Jeremy Riel, Kimberly A. Lawless

Source Title: International Journal of Gaming and Computer-Mediated Simulations (IJGCMS)13(1)

ISSN: 1942-3888|EISSN: 1942-3896|EISBN13: 9781799860686|DOI: 10.4018/IJGCMS.20210101.oa3

Cite Article Cite Article

MLA

Riel, Jeremy, and Kimberly A. Lawless. "Enhancing Student Affect From Multi-Classroom Simulation Games via Teacher Professional Development: Supporting Game Implementation With the ROPD Model." IJGCMS vol.13, no.1 2021: pp.34-54. http://doi.org/10.4018/IJGCMS.20210101.oa3

APA

Riel, J. & Lawless, K. A. (2021). Enhancing Student Affect From Multi-Classroom Simulation Games via Teacher Professional Development: Supporting Game Implementation With the ROPD Model. International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 13(1), 34-54. http://doi.org/10.4018/IJGCMS.20210101.oa3

Chicago

Riel, Jeremy, and Kimberly A. Lawless. "Enhancing Student Affect From Multi-Classroom Simulation Games via Teacher Professional Development: Supporting Game Implementation With the ROPD Model," International Journal of Gaming and Computer-Mediated Simulations (IJGCMS) 13, no.1: 34-54. http://doi.org/10.4018/IJGCMS.20210101.oa3

Export Reference

Favorite Full-Issue Download

View Full Text HTML

View Full Text PDF

Abstract

Educational simulations often require players to maintain a high degree of engagement for play in the simulation to continue. Student motivation and engagement is tied to affective factors, such as interest and self-efficacy. As such, game designs and teachers who implement them should promote student interest and self-efficacy in play. In this study, a responsive online professional development (ROPD) program was provided to teachers as they implemented a multi-classroom socio-scientific simulation game for middle school social studies classrooms called GlobalEd 2. A series of ANOVAs revealed that student affect toward the game and its content, including student interest and self-efficacy, was highest when their teachers likewise had a high degree of participation in the ROPD program. This evidence demonstrates the importance that ongoing implementation supports can have in classroom-based simulations and serious games and the benefits of ROPD in furthering the impact of simulation games.