THE USE OF SIMULATION GAMES AS A LEARNING TOOL AND ITS IMPACT ON STUDENTS' PERFROMANCE

Abstract

The evolving landscape of education has witnessed a shift from traditional teaching methods to incorporate contemporary trends, such as the use of simulation games. This study explores the impact of simulation exercises on students' performance, drawing on two theories: the Technology Acceptance Model (TAM) and The Flow theory. Simulation experiences, often referred to as gamification in education, have demonstrated their potential to not only enhance knowledge and skills but also to foster engagement in academic settings. The study investigates the relationship between the perceived usefulness and ease of use of simulation modules, as defined by TAM, and their influence on students' satisfaction. Furthermore, the concept of Flow theory is utilized to analyze the immersive and challenging nature of simulation experiences. The study examines how students' enjoyment of simulation exercises correlates with the attainment of a state of flow, characterized by complete concentration and positive attitudes toward the learning experience. Consequently, the study explores how students' satisfaction and flow attainment influence students' academic performance. Moreover, a new construct (Voluntariness of Use) was added to the model to examine its moderating effect on the students' satisfaction and students' performance relationship. The study found that students' satisfaction is positively influenced by perceived usefulness and perceived ease of use of simulation games. Likewise, it was observed that enjoyment correlates positively with achieving a state of flow during gameplay. As a result, both students' satisfaction and flow attainment emerge as significant predictors of students' performance, explaining 51% of the variation in performance, as indicated by an R2 value of 0.513. The results of this study stand out for their integration of two theories, TAM and Flow, providing a more comprehensive insight into students' engagement with simulation games. Additionally, the introduction of a new variable, voluntariness of use, represents a pioneering step within the realm of simulation games research. Lastly, this study serves as a foundation for future research in the GCC region, being the initial study into the effects of educational simulation games conducted in Qatar.