In this article, the authors discuss the development of the "Sudan Game," an interactive model of the country in the time period leading up to the Sudanese referendum on the secession of the South. While many simulations are designed to educate about their subjects, the "Sudan Game" is intended to be a prototype for policy…

Studying pervasive games is inherently difficult and different from studying computer or board games. This article builds upon the experiences of staging and studying several playful pervasive technology prototypes. It discusses the challenges and pitfalls of evaluating pervasive game prototypes and charts methods that have proven useful in…

To strengthen the motivation of learners, the professional training sector is focusing more and more on game-based learning. In this context, the authors have become interested in the design of Learning Role-Play Game (LRPG) scenarios. The aim of this article is to improve the designers' confidence in the validity of the game-based learning…

Discussion of computerized simulation games focuses on the organization and use of data dictionaries to support more flexible development and maintenance of game administration systems and participants' decision support systems. The roles of game designers, game administrators, and game participants are discussed. (12 references) (LRW)

Simulations and games are designed to provide participants with an experiential context for reflection and learning in classrooms, corporate training centers, and community-based organizations. A conversational approach to debriefing sessions is one way to more deeply involve participants in exploring the meaning of their experience from multiple…

Examines how computer-based simulations can best be exploited for computer-assisted language learning. Three learning environments are discussed: (1) the classroom, (2) a computer lab, and (3) self-access. Various types of computer-based simulations are described, including sports, adventure games, management of resources, and branching stories.…

Recounts personal experiences in the design of simulations/gaming for city development and planning. Notes early games and describes the development of three land use and city growth games. Discusses revisions, conference demonstrations of the games, and collaborative efforts. (AEF)

Reviews the development and the principal elements of total quality management (TQM) and demonstrates methods for introducing some of the key elements into a strategy-oriented business simulation game that can be used to teach future managers. Topics discussed include increased focus on the customer; continuous improvement; and competitive…

Describes the origination of the journal, "Simulation & Games" as an outgrowth of the Academic Games Project at Johns Hopkins University in the late 1960s. The Project developed simulation games, pretested them, performed teacher training, and compared the effects with traditional pedagogy. Discusses the planning and implementation…

"The Guide to Simulations/Games for Education and Training" was the authoritative reference book for the field from 1970 to 1985. Describes technological developments and changes in the field and the four editions that were created as a result of those changes. (AEF)

Describes the age-related developmental issues that typically confront teachers and writers in developing and implementing educational simulation/games. Examines physical, personal and social, language, and cognitive factors. Discusses the steps taken in creating a 16-week simulation for 10- and 11-year olds. Provides a source list of games and…

This personal narrative traces the background of instructional gaming from 1958 to 1995. The advantages and disadvantages of gaming as a disciplined activity are considered. The evolution of professional organizations, related academic activity, the game design process, and the need for consistent use of terms are addressed. Contains 57…

Reviews some of the cross-cultural factors that should be considered in the design of interactive learning environments such as computer simulations and games. Highlights include cross-cultural differences in learning and the use of technology; cross-cultural attitudes toward technology; computer anxiety; and a methodology for culture-centered…

The RECEPTION GAME teaches conversation skills to adult foreign language learners with positions in international business and diplomacy. The design combines elements of simulation and experiential learning and takes into account conversation's rapport-building function, turn-taking mechanisms, open-ended structure, listening demands for following…

Describes the development of a collaborative Internet-based simulation game for learning to solve knowledge management problems. The game builds on two starting points: on psychological and pedagogical developments in learning and instruction, and on a perceived need for better training of people working in the emerging field of knowledge…