The Compulearn system was developed for use in general education, special training, and business and industry to provide individualized instruction for all age groups in a wide range of career areas and occupational fields. The system apparatus consists of a battery-operated "console" box with two plugs, one for questions and one for…

The research in this report was conducted to assess the cognitive impact of a simulation game designed to teach selected geographic data about wind and ocean currents to fifth graders. A two-group, post-test research design was used. A random procedure was used to assign 185 students to two treatment groups. The sample was divided by sex, ranked…

Games and self-checking devices created by teachers to meet the immediate needs of their students can become part of the continuing program of informal diagnosis, small-group remediation, and individual instruction. The reading games outlined in this document have been divided into three basic formats--card games, board games, and self-checking…

The acquisition of a correct pronunciation should be attempted at the earliest possible age. At the primary level, songs, rhymes and games are useful for teaching pronunciation. (Text is in German.) (IFS/WGA)

Language arts games are described that combine mathematical experiences and language development.

Instruction can be fitted to the needs of individual students without great cost.

Teams-Games-Tournaments (TGT) is a classroom program which addresses the problems of student values, student diversity, and basic skills. This article describes: how TGT works, its origins, research to date, implications for teachers and researchers, how TGT is used in the classroom, and new directions for TGT. (Author/SJL)

Describes the use of simulation to improve the effectiveness of health education. The types of simulation described include written simulations, simulated patients, audiovisual simulations, computer simulations, and mannequins. (CMV)

There's more than winning at stake. Consider children's attitudes and help them make their own decisions about games. (Editor)

A brief discussion of language-teaching games is provided that includes suggestions for further research and a description of the game "Happy Face." (HP)

Support of the need for more emphasis on mental arithmetic in the classroom is given. Classroom methods and activities for developing skill in mental arithmetic are included. (MN)

Describes a modified values auction simulation game, reports on three levels of analysis employing actual classroom data (group, subgroup, and individual), and offers suggestions for utilizing values data in social research. (CMV)

This paper describes a formal communication game which requires the students to process other players' utterances for implicit meaning before responding. The game can be adapted for content and difficulty level. Students choose between two alternatives on dimensions such as structure and style. Sample games are included. (SW)

Suggests various language-game techniques for use at the upper level in the study of poetry. The aim is to stimulate creative language work as against purely receptive learning. Title reconstruction, translation techniques, and fill-in exercises on a sonnet are described. (Text is in German.) (IFS/WGA)

Stresses the importance of vocabulary development in the social studies and identifies strategies a teacher can use to improve students' reading skills. Strategies and classroom activities include classification and association exercises, wide reading, dictionary and resource book use, and educational games. (Author/DB)