Discusses the successful introduction of computer applications into large, multisection undergraduate courses that meet the mathematics requirements for students planning to major in business. (Author/IRT)

A teacher of autistic and brain damaged children discusses factors involved in designing a group game, and describes five games for children with limited receptive and expressive language. (CL)

Four approaches to simulation games are described; the puzzle approach, the colleague consultation, the geometry approach, and the inquiry approach. A sample geography game suitable for eighth grade students is described in detail. (STS)

A simulation game entitled "Return on Investment" has proved effective in communicating to high school senior economics students the challenges involved in managing a large business. (Author/STS)

Describes in detail communication games used with student teachers to make them more able and sensitive in classroom settings. (JA)

Simulation games are currently being used to teach high school students how to forecast the weather. The students are cast in the roles of forecasters given meteorological information to predict the weather and, in addition, how it will affect the lifestyles of a particular area. (DS)

The characteristics of a computer-controlled diagnostic game, and some analyses of student performances and some measures of task difficulty are described.'' (Authors/AK)

An analysis is made of the probabilities for winning at the game of Keno, with a computer program provided that will determine expectations. (DT)

Games provide a stimulating environment for language use and help bridge the gap between the student's world and the world of fiction. (Author/SP)

Describes the purpose and use of a card game which presents the essential groundwork of organic chemistry in a teaching aid form for use by the individual or by groups of sixth-form or first year university students. (Author/PR)

Describes the use of the game cards designed to help students master a large number of seemingly diverse yet fundamental reactions of classical organic chemistry. Claims that cards have stimulated students to learn organic reactions more willingly and more independently. (Author/PR)