This paper describes a study which compared the effects of teaching guidance with and without a simulation experience. (JA)

Examines the effects of two simulations employed for various teaching purposes in a tertiary education institution. Results indicated that the simulations had little effect on student attitudes and cognitions. (CMV)

A generic model of experiential instructional methods is presented illustrating (1) forms of these activities and their interrelationships; (2) a classification scheme for examining their components and interrelationships; (3) relationships between structures and outcomes; and (4) methods for matching instructional methods and objectives. (MJB)

Reviews and critiques the major findings in the simulation impact literature, and offers an impact evaluation of the recently developed urban politics simulation, "Urban Policy Game: A Simulation of Urban Politics." Particular emphasis is placed on the variety of learning experiences accompanying role-play simulations, especially verstehen…

Describes a computer game used in an introductory experimental psychology class which simulates in a few months the activities of years of effort in a research laboratory. Ideas on developing new computer based simulation games are included. (Author/JJD)

Describes the Taffs Pit simulation game, which sets up a meeting between acting and production staff within an invented soap opera program with students role playing and critically observing, and then links to general themes of communication analysis. The simulation's design, role playing, and criticisms of the game are discussed. (MBR)

Discusses characteristics indicative of negotiation at any level of human interaction, traits of a good negotiator, and a model of the negotiating process. The design of the "Any Occasion Card Company" simulation, which was developed to provide prospective negotiators with the opportunity to assess and improve negotiation skills, is…

Outlines a research framework, in which emphasis is placed upon validity, reliability, and utility, for the systematic evaluation of simulation and gaming instruments and suggests how this framework can be employed in the selection and use of instructional simulations and games. Three tables accompany the text. (Author/JL)

Discusses the postexperience analytic discussion process as a follow-up to simulations and games that teach students about real world experiences within the structural confines of the classroom, offers a conceptual framework for thinking about the process, and examines roles taken by students and teachers in relation to one another. (MBR)

Describes an educational game which combines the case study method with gaming simulation to provide surveyor students with an awareness of the complexity of land administration. (JJD)

Examines the effect of a role-specific simulation upon student knowledge, motivation, and evaluation of the course and instructor in an undergraduate political science course. Results indicate that role-specific simulations can have a positive effect on the learning process. (Author/CMV)

The article compares the relative effectiveness of teaching environmental education to high school students using conventional instruction, a simulation exercise, and a simulation game. (CD)