A conceptual framework is presented which allows a group to define some common objective in a simulation/puzzle gaming context. (DAG)

Offered as a method of motivating students, "Articon" is described as an educational game appropriate for use in a variety of industrial arts laboratories and grade levels. Development of the game, gaming activity, and the instructor's role are discussed. (TA)

A list of activities for creative dramatics work in the classroom. (MM)

An aspect of childhood experience which may be universal is the recitation and enjoyment of traditional rhymes and games. Common threads can be traced in the themes, rhythmic repetition and types of activity found in examples of traditional games and rhymes from Great Britain, Nigeria and Uganda. (Author)

Describes an advanced expository writing class set up as a quarter-long "survival game," the object of which is to write 7,000 words of satisfactory prose and receive an A for the course. (JM)

Profiles the corporate strategies of three sectors of the information industry and the trend toward consolidation in electronic publishing. Three companies' acquisitions are examined in detail using qualitative data from information industry columns and interpreting it on the basis of game theory. (EM)

Describes the basis for a simulation game classification based on the game image, which is created against a foundation of events that occur during the course of the game. Three characteristics of the game image--reflection of reality, dialog, and motivation--are defined, and game dialog types are discussed in detail. (MBR)

Dramatic play games emphasizing creative thinking and listening skills offer an emotional outlet for the entire class. Games involving pantomime, musical instruments, and communication are described. (CB)

The article offers practical games and "tricks" to help remediate deficits in arithmetic and mathematics at the elementary school level. Games include using the fingers to calculate, lattice multiplication, dividing paper into equal columns, square games, code cracking games, and fraction dominoes. (Author/DB)

Shows how darkness and night provide a potentially excellent arena for experiential learning opportunities. Recommends learning must be gradual, beginning with appreciation and allaying fear of the dark. Suggests sensory activities, hikes, games, aquatic activities, ecological simulations, historical presentations, and writing or reciting poetry.…

Examined short-term effects of playing versus observing violent versus nonviolent video games on the aggression of elementary school children. Children (N=146) played or observed games for 14 minutes, then completed three measures of aggression. Found no differences between violent and nonviolent conditions on measures of aggression. (Author/NB)

Describes a program which uses the natural structure of a game and integrates principles of group work with cognitive and skill-oriented strategies to help children (ages 8-11) develop effective social competencies. Includes evaluation of the game's effectiveness. (ABL)

Assessment of effects of school principal involvement on acquisition of multiplication facts by 309 intermediate grade students found that taking the timed test three times per week resulted in consistent sustained gains and that a math game with the principal contingent on improved class performance was the most effective principal-initiated…

Wittgenstein's view about communicating meanings forms the basis for an examination of the Society for the Advancement of Games and Simulations in Education and Training's (SAGSET) definitions of games, simulations, and simulation games. The question of whether usage can be made consistent to ease communication with SAGSET nonmembers is addressed.…