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Active Learning in Higher Education, Vol. 7, No. 3, 227-242 (2006)
DOI: 10.1177/1469787406069056

Simulations and games

Use and barriers in higher education

Jonathan Lean

University of Plymouth, UK

Jonathan Moizer

University of Plymouth, UK

Michael Towler

University of Plymouth, UK

Caroline Abbey

University of Plymouth, UK

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. Following a review of the extant literature, a typology of simulations is constructed. A staff survey within a UK higher education (HE) institution is conducted to investigate the use of the different approaches identified within the typology. The findings show significant levels of use of both computer and non-computer-based simulations and games. The main barrier to teaching with simulations, as perceived by the respondents, is the availability of resources. However, further analysis indicates that use of simulations is not associated with perceptions of resource issues, but rather is influenced by views on the suitability of, and risk attached to, such learning methods. The study concludes by recommending improved promotion of simulation-based teaching through enhanced information provision on the various techniques available and their application across subject areas.

Key Words: barriers • games • role play • simulations

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This Article
Right arrow Abstract Freely available
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Right arrow Articles by Lean, J.
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What's this?