Why not simulations and games in education??

One technology that could be enormously powerful for your kids’ learning is sometimes overlooked in our educational system, despite the successes it has to offer. Simulations are not just another in the long line of passing fads in education technology; rather, they are a real key to helping our students understand the world.

Because so many of the things we need to understand these days are either too complex, too vast, too small, too far, or too dangerous to be experienced directly, simulations provide us with a solution. Because of this factor, simulation is absolutely fundamental to education.

Several key factors for educators to keep in mind:

• Simulation is not new.
• Simulation helps us understand complex issues.
• Simulation is real-world experience.

How do we know they work? Take a look at who uses them: We train our NASA astronauts through simulated events. Airline pilots go directly from a simulator to the helm of a 747. Medical students learn the physical relationships of body parts and how systems work together through physical and on-screen simulators.

The corporate world gives us useful data about simulations designed to change behavior and obtain results. Research shows that corporate leaders who had employees participate in a simulation called “Virtual Leader” by Simulearn beat the teams whose managers had learned through a standard method of coaching by a margin of 22%.

With all of that proof, the state of simulations in schools is sad. Given that simulations (1) will be an important key to producing learning and understanding; (2) will play a big part in the student’s professional life; and (3) are teaching tools that demonstrably work, it certainly makes sense to ask the question “Why aren’t we using more simulations in our K–12 schools?”

Research shows that, of our 2.2 million teachers across this country, less than 1% use simulations in their classes. It is my opinion that, in our school systems across America, simulations are being used only in isolated and nonsystematic ways compared to other teaching tools such as textbooks, videos, and traditional science manipulatives. This small usage is detrimental to the education of 21st-century kids and must change.

So what are the barriers?

Cost is often cited, but many simulations are either free or very inexpensive in the context of school budgets. Lack of time can also be an issue: As long as we continue to burden teachers with extensive curricula that they feel need to be covered through lecture time, this will be a barrier. Also, the significance attached to testing, which often causes everything in the class schedule that does not directly apply to the test to be eliminated, exacerbates this condition.

Teachers need to be reminded that simulation is how today’s real scientists work. Many other professionals actually learn their job skills through simulated learning environments as well. Most teachers have never experienced simulations as learners and are therefore unaware of their power and importance.

So how do we break down the barriers? Think of simulations as a free or cheap resource. Use simulations not to invade teaching time but to make better use of it. Educate yourself. Realize that you need not abandon preparation for standardized tests to conduct simulations; the exams can be simulated as well!

In summary, the value of simulations is that they can, paradoxically, bring more reality into your students’ learning, and can do this for just about any content or subject matter. As with all education technologies, your two biggest resources for using it are your peers and your students. Download a trial today and SIM IT! Check out for the latest cutting edge simulations in education