Reviews the literature concerning the advantages and uses of simulation games as a mode of instruction. Offers guidelines on developing such games for classroom use. Concludes that simulation games can increase student motivation, retention, and development of social skills. (Author/WD)

Classroom simulation can prove effective in improving the overall quality of a public relations course for nonjournalism majors by helping to blend theory with practice and by creating student interest. (HOD)

Discusses games and simulations which can be used to stimulate student motivation, ensure active participation, and reinforce specific skills and concepts. (JM)

Urges reading teachers to use simulations and provides some examples. (HOD)

Presents teacher background, Decision-making exercises for students, description of the teacher's role, and references for a United states history unit on the Boston Massacre. (DB)

In an effort to teach children the value of money, tokens are made out of bottle caps and are painted different colors which denote different dollar values. Children can earn and spend "money" in a variety of ways and soon learn to budget their supply. (KC)

The author describes how the office simulation class at Cleveland High School (Tennessee) is bridging the gap from the classroom to the office. (HD)

Games have only recently been accepted as educational tools, but their potential value is yet to be realized. It is suggested that school library media specialists should investigate this method for actively involving students in the learning process. Game construction and a sample game are included. (Author/CMV)

The author suggests the computer simulation game as a powerful motivational and teaching tool in many grades and subject areas. He briefly describes a few social studies and science computer simulation games. (SJL)

The author suggests the use of simulation and role playing as a method of motivating students in business math. Examples of career-oriented business math simulation games are counting change, banking, payrolls, selling, and shopping. (MF)

Explains how to debrief students after participation in simulation and/or other educational games. Debriefing should increase students' ability to experience, identify, analyze, and generalize. (Author/DB)

Presents results of a study to determine the effectiveness of the Stock Market Game in contributing to students' learning about financial markets. Suggests that the biggest advantage of the game it its ability to motivate students. Includes the test that was used by the study to determine how much the students had learned. (DK)

Considers the effects of simulation games on student motivation, concept development, attitudes, values, social skills, and classroom conditions and organization. The conclusion is that simulation is a useful technique which can contribute to the achievement of some of the objectives of geographical education. For journal availability, see SO 505…

The mathematics for a lunar shuttle landing simulation is discussed using equations, charts and tables. (MP)

Describes the successful use of simulations of the Versailles Conference and the Congress of Vienna to encourage active student involvement in recreating the past. Examines student attitudes toward the simulation technique and provides a selected bibliography of items dealing with simulation and games. (JP)