Abstract
Simulations are highly effective learning tools based on the foundations of neuroscience, brain-based learning theory, and neuropedagogy. Simulations and gamifications result in greater student involvement and knowledge retention than conventional instruction. In 2018, a pilot program was launched in the Emergency and Disaster Management program at American Military University in which traditional readings, lectures, and text were replaced with simulations. Various student performance measures were analyzed and showed improvement over the traditional method of instruction, and it was concluded that these improvements were due to the nature of the simulations. The greater use of simulations in education will enhance the quality of instruction and develop students’ cognitive skills.
Author
Mark Riccardi
Mark Riccardi is an Instructor of Homeland Security and Emergency Management Studies at Purdue Global University. He is a former Vice President and Dean for the School of Security and Global Studies at American Military University and a retired intelligence officer from the United States Army. In a career that spanned over 21 years, Professor Riccardi worked in intelligence, conventional and unconventional operations, weapons of mass destruction response, anti-terrorism and counterterrorism operations, and training foreign militaries. His research interests include neuropedagogy, emergency operations, and unconventional warfare. He earned a Ph.D. in Education from Colorado State University, a Master of Strategic Studies from the United States Army War College, a Master of Criminal Justice from Boston University, and a Master of Education from Colorado State University.
