This article explores the use of simulations and games in tertiary education. It examines the extent to which academics use different simulation-based teaching approaches and how they perceive the barriers to adopting such techniques.
Corbin, J. C., Reyna, V. F., Weldon, R. B., & Brainerd, C. J. (2015). “How reasoning, judgment, and decision making are colored by gist-based intuition: A fuzzy-trace theory approach.” Journal of Applied Research...
To learn more about active learning and how to overcome student resistance to peer instruction, check out Louis Deslauriers, et al. (2019) article on the value of active learning and how to combat the challenges:...
Logan Fiorella and Richard E. Mayer (2013) found that students who prepare to teach a concept outperform those who just study the material, and those who actually teach the lesson develop a deeper and more persistent understanding of the...
Check out McMillan and Moore’s (2020) article on “how making mistakes and learning errors are essential to achievement, as well as the development of positive dispositions such as persistence, resilience, and risk-taking”
Bottino and his team’s practices also mirror what Harvard’s Project Zero termed a teaching for understanding framework, which locates topics that students are passionate about and creates goals, experiences, and assessments around them.
This study shows that play and playfulness can increase engagement, retention and understanding in university courses by encouraging risk-taking and creating a safe learning environment.
ABLConnect offers guidance on using role play in the classroom and shares documents and examples of ways to encourage students to reflect on the learning process.
ABLConnect offers guidance on using role play in the classroom and shares documents and examples of ways to encourage students to reflect on the learning process.