Provides a checklist of stylistic elements to consider when writing simulation programs for use in computer assisted instruction. Subtopics include setting simulation parameters, questioning the user, displaying the results, and overall simulation organization. (JJD)

Explains the three main concepts of the system dynamics approach to model building (dynamics, feedback, and systems) and the basic steps to problem solving by simulation applicable to all educational levels. Some DYNAMO commands are briefly described. (EAO)

Describes how the new computer education simulation game, Big Business, which comprises four separate, related games, tries to overcome some of the limitations of present games. Special attention is given to one of these--Fast Freight--with mention of the basic design elements of a good business game. (EAO)

Eight categories of software available for educational use (including tutorial, games, administrative utilities, and simulation) are described and the application of a microcomputer for hearing impaired secondary students at the Iowa School for the Deaf is detailed. Software selection criteria are considered. (CL)

After outlining the difficulties of teaching climatology within an undergraduate geography curriculum, the author describes and evaluates the use of a computer assisted simulation to model surface energy balance and the effects of land use changes on local climate. (AM)

Presents a multicompartment model which illustrates aspects of drug absorption, distribution, and elimination in the human body for a course in pharmacokinetics. The course work consists of the interpretation of computer generated simulated data. (Author/CMV)

Presents the physiological MACPEE, one of a family of digital computer simulations used in Canada and Great Britain. A general description of the model is provided, along with a sample of computer output format, options for making interventions, advanced capabilities, an evaluation, and technical information for running a MAC model. (MA)

The evidence indicates that a computer-based business game in the policy course is useful to the teacher, the student, and the graduate on the job. (Author)

Student teams in a senior capstone course in marketing completed microcomputer simulation in which they developed six-month marketing plan for a new product. A procedure similar to Kelly's Role Repertory Test was applied to define the role that various information sources played in their decision-making process, a means of determining the amount…

Investigates the use of personal computer (PC) programs to help participants in simulation exercises transform their experiences into knowledge, skills, and attitudes. Six programs developed at Queensland Institute of Technology are described that involve operations management, strategic management, and macroeconomics. Examples of spreadsheets are…

This article presents a rationale for development and implementation of computer based interactive videotape (CBIV) in preservice teacher education; identifies advantages of CBIV simulations over other practice exercises; describes economical production procedures; discusses implications and importance of these simulations; and makes…

Examines the effectiveness of paper versions and computer versions of 10 ethical situations posed for student photojournalists. Finds that in-depth situations presented through computer software can give students more information on photojournalism ethics than 2-sentence scenarios on paper. (MS)

Examines the advantages of presenting case study information via multimedia. Highlights identify advantages of using multimedia, including browsability, comprehensiveness, currency, flexibility, linkage, simplicity, precision, closeness to problem, and cost savings. Potential problems are also discussed. (Contains eight references.) (SLW)

Explores aspects of conducting management simulations in a corporate environment, based on the experiences of a facilitator for 15 classes that used a total enterprise game. Observations regarding simulation value, team size and selection, number of sessions, the role of the facilitator, and model design are offered. (36 references) (MES)

Describes techniques for using computer-assisted instruction to help students of various ages and needs develop job-related skills. Topics addressed include classroom organization, beginning skills, shopping simulations, other simulations, deciphering signs, social skills, writing activities, and followup. (MES)