Takes a critical look at past evaluation efforts on business simulation games and suggests some concrete guidelines for meaningful evaluation of such games in the future. Thirteen references are appended. (Author/LLS)

Describes the basis for a simulation game classification based on the game image, which is created against a foundation of events that occur during the course of the game. Three characteristics of the game image--reflection of reality, dialog, and motivation--are defined, and game dialog types are discussed in detail. (MBR)

Recommends that group dynamics factors in simulation and gaming be given more consideration, and suggests some possible applications of knowledge in group dynamics when designing and using games. (CMV)

Explores many facets of paradoxical communication in interpersonal encounters; and presents a structured interpersonal exercise which provides students with experiential learning in how to identify and deal effectively with many subtle manifestations of paradoxical communication. (Author/CMV)

Discusses the problem of developing a comprehensive self-image to guide policy decisions in institutional management. Six characteristics of the problem are given, together with seven traditional organizational responses. Gaming/simulation is proposed as a solution, and an example of a case study simulation is included. (JJD)

Presents an overview of frame games developed to provide a content-free instructional structure on which can be loaded locally relevant content. Included are an analysis and comparison of selected games on the basis of eight important characteristics, overall evaluations of selected games, and advantages and disadvantages of frame games. (CMV)

Discussion of the use of business simulations in the classroom focuses on performance measurement and evaluation of managerial potential of individual players. The use of profit figures as a performance measure is examined, problems with evaluation by profits are described, and the use of forecasts and estimates as alternative evaluation criteria…

Discussion of educational games that can be configured to accommodate changes in the structure of the game focuses on MANAGEMENT 500, a microcomputer-controlled prototype business simulation game. Three modes of learning that can be emphasized through a configurable simulation game are explained: learning by discovery, by perseverance, and by…

Outlines a research framework, in which emphasis is placed upon validity, reliability, and utility, for the systematic evaluation of simulation and gaming instruments and suggests how this framework can be employed in the selection and use of instructional simulations and games. Three tables accompany the text. (Author/JL)

Delineates some of the general difficulties encountered while introducing simulations/games into a secondary school system with emphasis on time, spatial organization, and methods of evaluating learning. Sixteen references are appended. (Author/LLS)

Discusses the postexperience analytic discussion process as a follow-up to simulations and games that teach students about real world experiences within the structural confines of the classroom, offers a conceptual framework for thinking about the process, and examines roles taken by students and teachers in relation to one another. (MBR)

Qualifies the use of game simulations to test communication-related theories, explicates a mixed-motive game experiment (Creative Alternative) which permits systematic investigation of interpersonal influence processes, and discusses the use of the Creative Alternative game to study the effects of alternative compliance-gaining strategies.…

Discussion of the development of simulation and games for education focuses on future growth in educational, business, and entertainment applications that will be made possible through personal computers and other electronic tools. Highlights include the importance of participation; interactive programs; authoring programs; the design process; and…

Concludes that, as yet, there is no theoretically based taxonomy of games with clear theory about what aspects of games are expected to have what sorts of distinct effects on what sorts of students, for what reasons. Forty-five references are listed. (Author/LLS)

Using Adar's fourfold classification of students according to dominant motive for learning, it is argued that simulation games possess greater motivational power than other techniques of instruction given their ability to overcome three motivational difficulties. (CMV)