Student and Teacher Affective Perception of Simulation-Gaming As A Pedagogical Technique

A research project investigated the effect which experience with simulation techniques had upon students. and teachers. affective perceptions of the teaching-learning process in which they were involved. Two hundred ninety-five eleventh grade students from Indiana public schools were divided into experimental and control groups for instruction in a five-week United States history unit. The former were exposed to simulation techniques and the latter to traditional instruction. Posttest results showed that the experimental group experienced growth in positive attitudes toward schooling, as evidenced by marked increases in: classroom participation, interest, conceptualization, enjoyment of class, and cooperative learning with peers. A return to traditional instruction revealed marked decreases in these variables over time. Teachers. perceptions were positive, and it was concluded that simulations were sound pedagogical tools which fostered self-expression and divergent thinking. (PB