A comparative study of cognitive retention using simulation‐gaming as opposed to lecture‐discussion techniques
Bibliographic Data
| ID | 11259617 |
|---|---|
| Authors | Lawrence A Lucas (Ball State University, corresponding author), Charles H Postma (Ashland University), Jay C Thompson (Ball State University) |
| Year | 1975 |
| Volume | 52 |
| Issue | 4 |
| Pages | 261-266 |
| Publication date | 1975-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01619567509538029 |
| OpenAlex | W2075760620 |
| Language | EN |
| Citations received | 1 |
| References cited | 3 |
Using simulation-gaming techniques to foster more active student participation in the learning process has increased in recent years. These techniques remain suspect, however, to many who believe that students' cognitive achievement and retention suffer from their use. Therefore, this study endeavors to compare the effect of simulation-gaming techniques with lecture-discussion techniques on students' cognitive achievement and retention of facts, concepts, principles. Other researchers have examined the effect of simulation-gaming on cognitive achievement and/or retention with mixed results. In a study involving eighth grade U.S. history students, Baker compared the effects of simulation with the textbook-discussion approach. He concluded that simulation proved more efficient than the textbook-discussion approach for teaching historical facts, concepts, and attitudes to junior high school students.' McKenney and Dill's study investigated simulation in the MBA curriculum at Harvard Business School. Their findings indicated that more important than simulation was emphasis faculty members placed on study topics with cognitive retention as the goal of instruction.2 Garvey and Seiler studied the effectiveness of different methods, including simulation, of teaching international relations to high school students. In their study, students exposed to simulation did not score as well as control group students in cognitive achievement at the end of
Cognition · Cognitive psychology · Mathematics education · Teaching method · Computer Science · Mathematics Education and Teaching Techniques · Psychological Testing and Assessment · Psychology · Visual and Cognitive Learning Processes
| Citations per year | 0.02 |
|---|---|
| Citation span | 1981 - 1981 (1) |
| Highly cited | No |