Describes a simulation game suitable for junior and senior high school students in history classes. The objective of the game, entitled "War or Peace," is to help students understand that similar events can be interpreted differently by different people. An exercise in writing history follows introduction of the game, explanation of rules, and…

Describes a three-course series in environmental law developed at the University of California, Santa Barbara as part of the undergraduate Environmental Studies Program. The series progresses from theory to simulation to field experience. (Author/WB)

Describes the rationale, format and procedures, unique features, and educational and instructional aims of "The Young Chemist," a simulation game model for the methodology of logical process to be used as a teaching device within the traditional high school chemistry curriculum. (Author/CMV)

Discusses general structure and specification guidelines for interactive simulation/games, which include development of a computer simulation model, embedding the model in an interactive simulation, and embedding the simulation in a game. An outline following these guidelines is presented for the development of DENTIST, a dental health care…

The author discusses the impact of the computer upon education and describes specific applications of automation for agricultural education, including drill and practice, testing, simulation, and student records maintenance. (SK)

A conference on terrorism at the University of Nebraska-Lincoln was taken over by terrorists, hostages were seized, and negotiations failed. The goal of the conference was to teach about international terrorism. The events of the simulation are described and the exercise's accomplishments are discussed. (MLW)

Examines complexities involved in assessing the utility of political gaming in the analysis of foreign affairs, and reports an assessment of a political game conducted at the CIA to demonstrate assessment difficulties due to inherent uncertainties in both foreign affairs analysis and the gaming process. (CMV)

The process of reporting evaluation results is described in terms of communications theory. Results of several simulated studies of factors which influence the credibility of evaluators and reports are summarized, and implications are discussed. (Available from: Jossey-Bass, Inc., 433 California St., San Francisco, CA 94104, single issue, $6.95.)…

The author suggests the computer simulation game as a powerful motivational and teaching tool in many grades and subject areas. He briefly describes a few social studies and science computer simulation games. (SJL)

Discusses an effective simulated program that can be integrated into almost any business and office education class. Presents four goals to be achieved: (1) understanding computer operation, (2) introduction of computer languages, (3) input data, (4) retrieving data. (JOW)

Describes a two-part energy unit for gifted fifth and sixth graders. Students conduct energy use/waste surveys and participate in a simulation game concerning a particular environmental/energy problem. (SJL)

A study was conducted comparing three methods that could be used to modify driver simulator films for hearing impaired high school students. A modification using graphics indicating various driving commands with the use of some captioning proved to be the most effective of the methods studied. (Author/DLS)

Describes a study designed to determine the effect of participation in a simulation game (SIMSOC: Simulated Society) on two types of cognitive knowledge: test performance and concept recognition ability. (Author/LLS)

Literature in simulations and games reveals a lack of research in the area of effects of simulations on personal characteristics of participants. Cross-cultural simulation scores yielded a significant effect for creative ability and revealed significant interaction of creative ability and sex. (Author)

A workshop designed to give parents of learning disabled children a better understanding of their children's experiences and perceptions consisted of simulations illustrating input difficulties in five areas: visual functioning, tactile discrimination, directionality and fine motor problems, concept formation, and reading. (CL)