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The Impact of Games,

In: Business and Management

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The Impact of Games, Simulations, and Puzzles in Adult Learning
Lance Reed
Southern Illinois University WED 486

Abstract
Adult education in the United States is on the rise. The advancement of technology has made it easier for the adult learner to enroll in school and maintain their current lifestyle. Many Adult learners are now able to acquire a degree on line through virtual class rooms. More and more, video game-related courses are being offered in colleges around the country in response to the digital media industry’s appetite for skilled workers. (http://www.usatoday.com/tech/products/games/2005-09-25-video-games-colleges_x.htm)
In addition to on-line courses, games, simulations, and puzzles are being implemented into course curriculum. This implementation isn’t or hasn’t been easy because of barriers that may impede progression. We will identify in this study the effect of games, simulations and puzzles in adult learning.

The Impact of Games, Simulations, and Puzzle in Adult Learning Throughout history teachers have been able to use games as an effective learning tool. The impact of games in today’s world has given rise to a new way of educating the adult learner. Even (Miller 2008) if only it has become a hot topic games have always been part of teachers array of teaching. Education is often the first benchmark for exploring the potential of new technologies. Games have always been viewed as entertainment or play however; according to (Miller 2008) Play is not the opposite of work. Even though teachers are no strangers to using games (e.g. board games, card games, and role playing games) in the classrooms, the primary reason for using them has always been for learning not entertainment. When used within a class room, games functioned as a teaching aide in helping to explain or reinforce a learning concept.
Games and simulations have gained a true meaning in education according to (Williams, Hendricks, and Winkler 2006). Role playing and fantasy games have now established a culture. The usefulness of fantasy games and simulations is not relegated only to simple educationally-driven paper or computer materials. (Gee 2003) examined the role of popular video games in the process of learning by investigating how video games are designed to allow players to engage in both active and what he terms “critical learning” By critical learning, Gee refers to not only engaging in the internal and external resources in a particular semiotic domain, but being able to reflect upon those resources in order to engage in transforming that domain to apply to future similar contexts within a related domain. From this perspective, video games are more able to engage participants in active and critical learning than current traditional educational structures.

Many adults of the adults who are returning to school have goals. These goals keep them focused with their eye on the prize and that is to acquire a raise, graduate, or move into another field of work.
This places the teacher in a position where they must become creative in the delivery of their lessons. The downside to the application of certain games particularly video games is that the teachers aren’t in touch, and they don’t view electronic games or simulations to be used as a learning activity. According to
The popularity of attending school on-line courses has attracted a great number of adult learners. Technology continues to advance and the requirement for more on-line courses continue to grow. Whether it’s for a raise or for monetary gain the adult learner has returned with a backpack full of experience. This experience is the cause for pedagogical learning which calls for facilitation from the teacher. According to (Palloff & Pratt 2003) there is an on-going debate in the academic world about who is attracted to on-line learning. It has been assumed that it is predominantly adult learners take online courses because online learning allows them to continue working full time and attend to their family obligations through the delivery of anytime, anywhere education. The “typical” online student is generally described as over twenty-five years of age employed, a caregiver, with some higher education already attained, and equally like to be either male or female.

Education and training are areas where the implementation of simulation and role playing are beginning to have a large impact. In some instances on-line/virtual training allows trainers from across the United States to conduct session which allows companies to save money, time, and resources. However I must submit there has to be some type of human interaction for the adult learner to see and hear. According to (Duffy& Cunningham 1996) Learning is inherently a social dialogical process that is given a problem or task people naturally seek out opinions and ideas from others. Technologies can support this conversational process by connecting learners across the world. I would submit that administrators and teachers must understand that there are barriers that can block the continued implementation of games both electronic and manual in the classroom. According to (Palloff and Pratt 2004) the topic of leaning styles triggers much discussion among faculty. Frequently we hear concern expressed about how to address all learning styles in an online course. Some instructional designers contend that, in order to do so, each activity must be offered in multiple formats. When instructors hear this they panic and ask, “How in the world will I have the time to create multiple approaches to the same activity with my limited preparation time for my online course”? Despite popularity of high quality games and the support of open minded educators the broad acceptance of game technology into the class room faces many barriers that must be infused into a teachers methodology.
In conclusion, games, simulations, and puzzles are being implemented into programs as we speak, however we must understand that they are the wave of the future and will be involved in adult education and training in the business sector.

References
Miller, C.T (2008) Games: Purpose and Potential in Education 26-27
Merriam, Sharan (2008) Adult Learning Theory New Directions for Adult Education 94-95
USA Today (2005) http://www.usatoday.com/tech/products/games/2005-09-25-video-games-colleges_x.htm
Hindricks, Williams, and Winkler Gaming as Culture (2006)
Palloff and Pratt (2003) The Virtual Student A Profile Guide to Working with Online Learners
Duffy& Cunningham , (1996)
Constructivism: Implications for the design and delivery of instruction

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