Describes a game in which the symbol omega becomes equivalent to the word ohm, and is then modified or incorporated into a picture to represent a common word or phrase. Recommends the game as a way of humanizing the beginning course. (GA)

Reviews a game for teaching electronic structures of atoms. (SL)

Four techniques for "extending" a game designed for small groups of less than six players to larger groups of 25 to 30 players. (Author)

A collection of seven calculator games is presented. The mathematical concepts involved, the object of the game, the number of players needed, the rules, and variations for different grade levels are listed for each of the games. (DT)

Presented is a biological game utilized to teach fungi life cycles to secondary biology students. The game is designed to overcome difficulties of correlating schematic drawings with images seen through the microscope, correlating life cycles of fungi and host, and understanding cyclic development of fungi. (SL)

A card game is described which gives students practice with adding integers and which also develops the concept of "opposite." (DT)

A rationale for using mathematical games as an instructional procedure to introduce and practice skills is discussed; two mathematical games for classroom use are briefly described. (DT)

A discription of GAMEgame which teaches various aspects of designing, adapting and evaluating instructional games and simulations. (Author)

The Munificent Hexagon is an oral gaming-examination that generates avid participation on the part of the student and stimulates intense interaction between instructor and student. This is seen to be an important antidote to the anonymity threatening academia. The gaming examination proves useful for course evaluation and testing. (Author)

Gaming provides a real opportunity for students to create simulation games in areas most meaningful to them, making learning an active, creative, dynamic and student-originated experience, encouraging initiative and creative thinking. (Authors/JB)

Discusses the use of games for teaching introductory physics. The elements of game design are reviewed, and sevel examples are described that illustrate different varieties of teaching games suitable for use by beginning physics students. Bibliography. (LC)