Abstract
This paper examines the use of educational games in the context of more traditional teaching techniques. Two treatments—one consisting of two simulation games and the other of a lecture, reading assignment, and exercise—were administered to two groups of students. The effect of these treatments on information learned, on attitudes toward the subject matter, and on attitudes toward the learning experience, were examined as a result of each treatment and of the order in which the treatments were received. The findings indicate that the use of games can be beneficial to the learning experience, but if benefits are to be realized, they must be used in context with more traditional teaching techniques. In conclusion, it is suggested that the findings may have relevance in the teaching of the traditional design studio.
This article requires a subscription to view the full text. If you have a subscription you may use the login form below to view the article. Access to this article can also be purchased.