This article presents findings from a research project that uses an interactive simulator of an imaginary fishing dispute. Subjects operating the simulator play the role of a state leader, while the computer program controls the behavior of a contending state as well as provides all the environmental data associated with the conflict. The…

The growing interest in video gaming is matched by a corresponding increase in concerns about the harmful effects on children and adolescents. There are numerous studies on aggression and addiction which spark debates on the negative effects of video gaming. At the same time, there are also studies demonstrating prosocial effects. This paper…

Many researchers have studied the effects of game-based learning (GBL) (eg, Annetta, Minogu, Holmes & Cheng, 2009; Kiili, 2007). However, empirical process analyses of long-term applications of GBL in a school setting are much less common. A process analysis of GBL in a school setting allows us to better understand the role of games in…

The primary purpose of the study was to determine which features of the DEMOCRACY game are responsible for its effectiveness at bringing about attitude changes through its role identification factor and its game structure ( log-rolling''). (Authors/JA)

This article attacks the question, does a conflict between a player's self concept of his own role and the role he must assume in a simulation game affect his performance in that game? (JA)

The innovative technology of simulations and games offers an attractive alternative for satellite transmission programing. They can help provide programs that involve the participants and make maximum use of the unique characteristics of long-distance transmission. (Author/JEG)

Simulation, gaming, and role playing are becoming popular in secondary schools throughout the country. The authors, a special interest group at the University of Kentucky, attempt to clarify the differences among these activities to help administrators and teachers understand what is involved in each. (Editor/CB)

GAMES INTEREST THE SOCIOLOGIST BY DEMONSTRATING MOTIVES AND BEHAVIOR THAT OCCUR IN REAL LIFE AND BY FACILITATING LEARNING THROUGH THEIR RULES, REWARDS, AND LOSSES. SOCIAL SIMULATION GAMES EXPLICITLY MIRROR CERTAIN SOCIAL PROCESSES. EXAMPLES ARE (1) THE FAMILY GAME, BETWEEN CHILD AND PARENT AND THE COMMUNITY OF CHILDREN AND PARENTS, (2) THE…

The heretofore implicit model underlying SIMSOC is made explicit through a comparison of the 1978 and 1972 versions of the simulation game. The more sophisticated 1978 game edition contains improvements over the earlier edition in the options for personal goals. (CMV)

Describes in detail communication games used with student teachers to make them more able and sensitive in classroom settings. (JA)

Simulation games are currently being used to teach high school students how to forecast the weather. The students are cast in the roles of forecasters given meteorological information to predict the weather and, in addition, how it will affect the lifestyles of a particular area. (DS)

Simulation is suggested as a method for students to learn to empathize and develop inquiry skills. (Author)

This simulation game begins with an introduction which lists the areas of study involved and presents some basic instructions. Rules and criteria for the simulation game are then presented, which state that each participant in the game is assigned a personality role, a position role, and a situation to which he will react. Descriptions of the…

One portion reprinted from "Simulation Games for the Social Studies Classroom (Foreign Policy Association, 1968), pp. 49-52.