Studied differences in pointing accuracy in computer-simulated mazes as a function of maze complexity and training effects. Results with 219 college students indicate that, although pointing accuracy remained higher for men, pointing performance can be modified by experience. (SLD)

Use of games in computer-based training (CBT) can enliven material, encourage discovery and experiential learning, and make visceral connections for learners. However, humor can offend or wear thin, and games can be perceived as playing rather than as learning. (JOW)

Used simulations of computerized adaptive tests to evaluate results yielded by four commonly used ability estimation methods: maximum likelihood estimation (MLE) and three Bayesian approaches. Results show clear distinctions between MLE and Bayesian methods. (SLD)

Contrasts "mental models" used by automated scoring for the simulation division of the computerized Architect Registration Examination with those used by experienced human graders for 3,613 candidate solutions. Discusses differences in the models used and the potential of automated scoring to enhance the validity evidence of scores. (SLD)

This introduction to a special issue on play and simulation/gaming examines the distinction often made between children's play and adult gaming. It illustrates the diversity of play activities and the pedagogical uses of gaming, and demonstrates that these two fields of reflection have everything to gain through mutual enrichment. (AEF)

One way to assist students in developing correct intuitive ideas about the effect of sample size is to allow students to simulate similar problems. Describes experiences with classes performing simulation using graphing calculators. (ASK)

Investigated Type I error rates of the likelihood-ratio test for the detection of differential item functioning (DIF) using Monte Carlo simulations under the graded-response model. Type I error rates were within theoretically expected values for all six combinations of sample sizes and ability-matching conditions at each of the nominal alpha…

In Scotland, one "value added" (VA) indicator of secondary school effectiveness measures students' relative "progress" between Standard and Higher grade in particular subjects. When random nonschool factors affecting students' geography performance were computer-simulated to determine VA fluctuation over 25 years, the…

Carried out simulations in which a set of morphologically-related words varying in semantic transparency were embedded in either a morphologically rich language (Hebrew) or an impoverished artificial language. Found that morphological priming increased with degree of semantic transparency in both languages. (Author/VWL)

Explores the use of computer simulation/modeling programs for teaching a variety of science concepts. (Author/CCM)

Describes a classroom demonstration called the Gambler's Fallacy where students in an introductory psychology statistics class participate in simulated gambling using weekly results from professional football game outcomes over a 10 week period. Explains that the demonstration illustrates that random processes do not self-correct and statistical…

Discusses the evaluation of interactive information retrieval (IIR) systems and explains two main approaches, system-driven and user-centered. Describes Text Retrieval Conference (TREC), and concludes that the simulated work task situation as an experimental sub-component could be recommended for future evaluation of IIR systems based on empirical…

Marketing students (n=99) used computer simulation, 34 did not. Students who performed well on traditional exams also did well on the simulation. Students who preferred working with others seemed to perform more poorly on both the exam and the simulation. (SK)

The bias and relative efficiency of two alternative estimators of optimal weights in meta-analysis were assessed through Monte Carlo simulation, defining the standardized mean differences as the effect-size index. The estimator proposed by L. Hedges and I. Olkin (1985) was more efficient than that of J. Hunter and F. Schmidt (1990). (SLD)

Standardized patients are subjects who accurately and consistently simulate presentation of medical cases as a method of assessing physician performance. This method is direct, valid, reliable, and feasible when focused on the patient-doctor interaction. (SK)