Simulation Australasia really pulls out all the stops to make an amazing conference! Another SimTect and SimHealth conference is finished and we are left with a USB full of brilliant papers and a buzzing mind full of ideas – and if you were Garth from Thales, a selphie printer he won in our lucky draw competition.
Deanna Hutchinson and I have been working on a research project about simulations and we have been chatting about the underpinning concepts that we are working with. On one hand, we have worked with a set of definitions and assumptions. On the other, we also reflected… what is the perception of our readers.
A student walks into a campus. They are apprehensive about their first day as a student. There are signs telling them where to go, but they can’t find anyone to ask for help. As they walk through the bricked walls, they can see classrooms behind doors, but can see into the doors to work out if that is their room. They try to open a few doors, but they are all locked. They finally come across a door that is unlocked, when a person shooes them away.
This blog post is about classroom reflections on using gamification techniques to achieve learning outcomes. It is not about games in education (refer to my previous blog post for clarification on the difference).
Augmented reality is where a physical real world environment is ‘augmented’ by computer generated input, such as animations, videos, sound, graphics or GPS data. Generally, the ‘augmentation’ is in real time, such as adding notes to a location, scores to a football game or video to a graphic.
When the brief calls for quick turn-around, self-paced, instructor/facilitator-free – despite the question type and a well thought out scenario with great feedback – most learners are going to focus on what they’ve been taught to target since they started their educational careers: choosing the RIGHT answer.