Simulations and models have long been used in classrooms, and the introduction of the technological element means the principals remain much the same, with greater added interactivity and use of multimedia such as images, video and sound. Websites such as The Learning Federation provide links to a range of models that can be used in the classroom and there are countless websites throughout the internet that allow access to simulation ‘games’. One of the benefits of these provided examples is that many have inclusive instructions and outcomes, making students solely responsible for their learning as the teacher does not have to explain the task. What the teacher must do, which does not always occur, is make explicit links between the task and the context. For example, if a student is given a model to complete like The Frog Life Cycle (See What is Modeling? page) without the teacher emphasising links to the unit, the student may disconnect from the task and view it as a “game” or a “filler”.

As mentioned previously (What is Simulation? page), The Sims is a great tool to use in the classroom, however, much like the model of the frog life cycle, it is important to provide strong links to the classroom context, moreso with The Sims as it is very easy for students not to understand the learning that is taking place. Games like The Sims are refered to, currently, as serious games or edutainment. Games that can be utilised for educational purposes. The term serious games  has been used in the gaming industry since 2002, when the Woodrow Wilson Center for International Scholars, Washington, D.C., established the Serious Games Initiative. The initiative focuses on creating links between gaming and the areas of health, training and education.

Please note that The Sims program refered to in these activities is the first of the series, not the subsequent series, unless otherwise stated. When considering The Sims and its use in the classroom, there are many Key Learning Area’s it can address.

Developing and maintaining relationships (the Interpersonal Relationship Strand in the K-6 P.D.H.P.E Syllabus).

The Sims requires the user to make purchases while on a strict budget. The budget can only increase with the Sim’s pay. Purchases include the home or land, building materials, furniture, appliances, food and bills. This will draw upon students’ mathematics (the Number and the Fractions and Decimals Strands in the K-6 Mathematics Syllabus). 

Another area The Sims focuses on is the design and make aspect. Users have the option of building their own house (in the subsequent games included The Sims 2 and the expansion packs, you can also build stores, theme parks, etc). This relates also to Mathematics, however, it focuses more on the Space and Geometry Strand.

Another worthwhile area in which The Sims can be used is in English. Students can use the program to create digital storys that they or other students can interact with. As stated in the video clip (Task B… page), the most fantastical things can occur as you expand from the first program of the series. This can serve as a springboard for Creative Writing, which is ideal for ESL students, who may struggle articulating their imaginative ideas. Once students are comfortable and competent in The Sims basic format, they can extend to the expansion packs that allow more tools and possibilities. It is not until high school that students should be encouraged to use a program such as Second Life, as it involves an online component that may be dangerous for children twelve and below to join.

The examples provided for classroom use are but some of the numerous ways in which The Sims can be utilised. The only limit is the class teacher’s imagination!

To conclude, the benefits of using The Sims, as well as other games, are that they provide real life situations for students to work safely within while working under rules and constraints, collecting data and synthsising this information with which to choose their actions. These games draw upon student’s various talents and stregnths in a fun and un-intimidating format.

“..in essence, Bloom’s taxonomy dances with Howard Gardner’s multiple intelligences” (Peshette, 2006)