Distinguishing Games & Simulations

There are several differences between games and simulations as listed by Gredler (Gredler, 1992) and Sauve, et al (2007) these are the basic attributes of games:

1. Can have one or multiple players
2. Can have conflicts or cooperation
3. Clearly defined rules
4. Predetermined goals
5. Can be a fictitious activity with no reference to reality that can have mental, physical or social images that do not exist in real world situations.
6. Immersion in a fictitious situation is where the player can experience fun
7. Can multitask while learning.
8. In a game the player can play first, understand after, and generalize to apply it to the learning situations. (2018)

By contrast simulations attributes are:

1. A model is first defined as an abstract (digital) or concrete representation of a real system where the variables are clearly specified and their behavior around a phenomenon is like that of the system being modeled (Arthur, Malone, & Nir, 2002)
2. A form of controlled reality where learners can experiment with differing aspects of reality that would be impossible to study outside of real life. (Such as a flight simulator or a physician’s operation simulation.)
3. They copy the essential elements of reality in a dynamic model that allows participants to control the reality to study it.
4. They place learners in real situations in which they can act and make decisions with the aim of obtaining real-time feedback, which is a dynamic model.
5. They can also be placed in a simplified model where “learners can have a degree of abstraction necessary for understanding the system’s functions and inherent tasks.” (Goldenberg, Andrusyszyn, & Iwasiw, 2005)
6. Simulations address multidimensional evolving problems and can last from an hour to several days
7. They require participants to apply cognitive and metacognitive abilities to a role. (Gredler, 1992)

The advantages of simulations is they can bridge the gap between the classroom and the real world as well as reveal student misconceptions and understandings about the content. Last, they can provide information about a student’s problem-solving skills. Gredler identified two categories of simulations; experiential (social microcosms) and symbolic or microworlds (a dynamic representation of the functioning or behavior of a work or decision-making environment) (Gredler, 1992). The chapter further listed three types of experiential simulations; social process (actions are embedded in a scenario), diagnostic (dealing with patients in a health care situation), and data management (dealing with the specifies relationships among quantitative variables). (Gredler, 1992)
For symbolic simulations the chapter listed two types laboratory research (students function as researchers) and system simulations (they function as trouble shooters to analyze, diagnose and correct operational faults in the system).
While reviewing simulation games such as the Sims and World of Warcraft I found some unique differences that made me enjoy the adventures in WoW a lot more than the situations of the Sims. In WoW I really enjoyed the personification of the animals and the story line.  The gaming cinematography was highly engaging. While the characters and images in Sims did not appeal to me on any level and the stories did not interest me.  The ability to design your character on this elementary type level did not appeal to me either. As I was researching I would a list of Twelve Types of Computer Games Every Gamer Should Know by Jane Hurst (2015). It helped me with the many acronyms that are used in this arena as well as to better understand the jargon. Here is the list:

1. Massively Multiplayer Online (MMO) – games that are played over LAN (local area network)
2. Simulations -games involving taking control of real-world vehicles such as tanks, ships, and aircraft.
3. Adventure -single player games that are set in fantasy or adventure worlds (like Gamestar Mechanic)
4. Real-Time Strategy (RTS) -games that build up your inventory of items, armies, etc.(Like Sword Art OnLine)
5. Puzzle -difficult puzzles.
6. Action -requires excellent reflexes and fighting with the enemies (like WoW)
7. Stealth Shooter -war games or spy-based games. (like
8. Combat -One on one battle with an opponent up close.
9. First Person Shooters (FPS) -the game is viewed through your eyes as the protagonist.
10. Sports – real-world sports games, such as baseball, basketball, soccer, etc. Your game will mimic real sports professional athletes.  (Like Fantasy Leagues)
11. Role-Playing – where you get to act out the part of the main character and make decisions that go along with the story lines.
12. Educational- they help with the learning process. They can train you on various subjects and help make the learning fun.

 
I spend several hours researching other games and found that the ones I enjoyed most where those associated with some type of adventure simulation; Sword Art on Line was one and the Legends of Zelda. As a science teacher I know the value of classroom simulations for dissecting and understanding anatomy and physiology. There are many interactive simulations that are sold for science from elementary to college level course work. You can find Virtual Learning Environments (VLE) where students can learn real-world situations where they can drill basic concepts to simulating work in a laboratory setting.
These types of simulations can help students to translate from multiple scenarios, build digitally controlled working models, create chemical reactions, and serve as a vehicle for collaborative learning situations.
References
Arthur, D., Malone, S., & Nir, O. (2002). Optimal overbooking. The UMAP Journal, 283-300.
Goldenberg, D., Andrusyszyn, M., & Iwasiw, C. (2005). The effect of classroom simulation on nursing students' self-efficacy related to health teaching. Journal of Nursing Education, 310-314.
Gredler, M. E. (1992). Games and simulations and their relationship to learning. In M. E. Gredler, Designing and evaluating games and simulations (pp. 517-581). Kogan Page Ltd.
Sauve, L., Renaud, L., Kaufman, D., & Marquis, J.-S. (2007). Distinguishing between games and simulations: A systematic review. Educational Technology & Society, 247-256.
Shaffer, D. W., Squire, K. B., Halverson, R., & Gee, J. P. (2018, September 11). Video games and the future of learning. Retrieved from http:www.academiccolab.org/resources/gappspaper1.pdf.