Virtual simulations and serious games in a laptop‐based university: Gauging faculty and student perceptions

Abstract

Purpose

Gaming and interactive virtual simulation environments support a learner‐centered educational model allowing learners to work through problems acquiring knowledge through an active, experiential learning approach. To develop effective virtual simulations and serious games, the views and perceptions of learners and educators must be assessed and taken into account, regarding their use in the classroom. This paper aims to present the results of two surveys conducted to assess faculty and student perceptions.

Design/methodology/approach

Both surveys were conducted at University of Ontario Institute of Technology. The surveys were made available to students and faculty members via a link on an institute‐wide internal course management system.

Findings

Results indicate that students and educators appreciate the use of virtual simulations and serious games, but care must be taken to ensure that they are relevant to the course material and that educators are familiar with their use to assist students, should problems arise.

Originality/value

This is the first study of its kind conducted at a laptop‐based university and the results are important when considering the development of virtual simulations and serious games for teaching and learning.

Citation

Kapralos, B., Hogan, M., Pribetic, A.I. and Dubrowski, A. (2011), "Virtual simulations and serious games in a laptop‐based university: Gauging faculty and student perceptions", Interactive Technology and Smart Education, Vol. 8 No. 2, pp. 106-120. https://doi.org/10.1108/17415651111141821