A discussion of a game quality--integrity--a term the author defines as everything used in a game and which should embody the central concept. (HB)

A brief discussion of the differences between the design of simulation games and the difficulty of development of games is presented. (HB)

Suggestions for conducting an instructional game or simulation. (Author)

Presents nine steps for game design, and discusses why particular formats were used in the design of five games: CONRAIL Railroad Deregulation, Montauk Exercise, Geothermal Energy, Simulated Nutrition System, and Human Settlement. (CMV)

An annotated list of resources is provided for persons beginning to explore seriously the potential of simulation/gaming for enhancing instruction. (Author/STS)

The fourteenth in a series of profiles documenting experiences with the use of instructional technology describes the way an entire course can be shaped around a single game. Projects established to promote and support gaming and sources for more information on the subject are also presented. (Author/MLF)

A brief history of the use of games and simulations as educational tools is followed by illustrations of academic games and an analysis of their effectiveness. (JD)

Discusses general structure and specification guidelines for interactive simulation/games, which include development of a computer simulation model, embedding the model in an interactive simulation, and embedding the simulation in a game. An outline following these guidelines is presented for the development of DENTIST, a dental health care…

Discusses some mathematical games concerning the packing of squares. (HM)

This discussion of the use of games and simulations in instruction includes a number of examples of activities that can be used in the community college classroom. Section I assesses the value of games and simulations as an approach to learning; defines games, simulations, and non-simulation games; considers the advantages and disadvantages of the…

Studies the extent to which the effectiveness of instructional gaming in learning specific mathematical ideas can be increased by incorporating devices that channel learners' attention upon those ideas. In particular, the effect of channeling attention by changing the method of scoring is explored. (Author/CMV)

Presents ten propositions for increasing the likelihood that simulation game participants will learn to make more adequate decisions as a result of game play. (CMV)

Four techniques for "extending" a game designed for small groups of less than six players to larger groups of 25 to 30 players. (Author)

The potential for use of simulation and game theory in social work education to make problem solving more real and to supplement experience in analysis is examined. Simulation models, materials, methods, and topics are discussed. (MSE)

Simulation games are discussed as innovative educational techniques for social studies teachers. Theories of simulation and selecting, creating, and implementing simulation games are among topics discussed. (JN)