Surveys the purposes, effectiveness, selection, and design of simulations and provides some criteria by which faculty may judge the suitability of the play element for meeting classroom needs. Lists of resources for simulation selection and directories of games are appended. (Author/MER)

Presents critical issues including mechanics, literacy and terminology, usual learning style, participant background, verbal and nonverbal language use, and initial activities which experiential learning facilitators should consider when working in developing countries. (CMV)

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)

Suggests some inexpensive handmade games which can withstand repeated use by children at home or school. (MP)

Suggestions are made for classroom activities to improve children's language skills. (JD)

Two of the problems associated with games and simulations developed for environmental education (limited player participation and lack of economic relationships) are addressed by outlining a framework within which further game development and evaluation may take place. Four games illustrating the application of this framework are outlined. (BT)

By using games in the classroom the teacher becomes a facilitator rather than an authority. Children become active decision makers and experience healthy social interaction, and stimulation and variety are built into the learning process. (Author/RK)

A simulation game involved 163 employees working in self-managed teams. Given incentives, participants with external locus of control (LOC) outperformed other "externals" who did not have incentives. Persons with internal LOC were more satisfied with their supervisors than were externals. (SK)

Describes a fun game in which students act as electrons, protons, and neutrons. This activity is designed to help students develop a concrete understanding of the abstract concept of atomic structure. (DKM)

Describes work to develop a computer game to teach scientific reasoning. A framework for intelligent tutoring games is presented that includes developing a model of scientific knowledge, developing a model of the phenomenon, developing hypotheses, collecting data, analyzing data, and drawing conclusions. Student attitudes are also discussed. (LRW)

Explores a variety of approaches to solving one geometry problem illustrating the work of teachers, the flow of their ideas, and the diverse areas of mathematics they applied. (KHR)

Explores different types of Bingo games in which students can work on mental arithmetic, solve equations, and recognize geometric shapes. (KHR)

This article discusses the value of using fantasy and role playing games (FRPG) in the curriculum of gifted students. It lists ways that FRPG can supplement 26 academic subjects and develop 24 learning skills. Objections from religious groups to use of the games are addressed. Different types of games are compared. (CR)

Discusses a commonly held misconception that in the throwing of two dice, if a total of seven does not come up for a period of time then its appearance is imminent. Describes an experiment to disprove the misconception and includes a discussion of the theory that frames the results. (DDR)

Demonstrates the transformations that are possible to construct a variety of magic squares, including modifications to challenge students from elementary grades through algebra. Presents an example of using magic squares with students who have special needs. (YDS)