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Research has explored the use of simulations for education and training, and attention is turning to how they might support learning in school subjects such as mathematics and science. However, existing studies have mostly concentrated on older students, and if simulations help build knowledge useful for solving problems within the simulation, rather than possible transfer beyond the simulation. This paper reports on a study investigating 5 year olds' learning transfer from simulations introducing simple circuit procedures and concepts, to equipment‐based tasks. The study explored for evidence of learning transfer, using an analytical framework that aligned transfer strategy indicators with cognitive process dimensions, to identify transfer events and understand the thinking skills students applied during them. Findings supported the learning value of simulations, indicating young students transferred procedural knowledge to the equipment tasks, with some also demonstrating basic conceptual transfer. They also suggested transfer tasks can provide opportunities to exercise higher order thinking, through activating processes including reflection, evaluation, analysis and abstraction. Such capabilities are highly valued, and central to school achievement and development of learner independence and self‐direction. Practitioner NotesWhat is already known about this topic Simulations can develop knowledge useful for solving problems within the simulation.Simulations can be effective for learning mathematics and science procedures.Between‐simulation transfer engages higher order processing.What this paper adds Evidence of young students' procedural learning transfer, from simulations to real tasks.Some evidence of young students' naïve conceptual transfer, from simulations to real tasks.Evidence of the value of transfer tasks for higher order thinking development.Implications for practice and/or policy Transfer tasks provide opportunities for young students to exercise higher order thinking and problem solving.Teachers should consider transfer tasks for extending procedural learning to real tasks.Teachers are important for scaffolding young students' concept formation during transfer tasks, to ensure accurate knowledge development.Simulations can be effective for developing transferrable procedural knowledge, but conceptual transfer should not be assumed. [ABSTRACT FROM AUTHOR]

This article examines two computer-based decision-making experiences and exercises for teaching various business subjects, namely, GoVenture--Live the Life of an Entrepreneur, and The Business Disc: How to Start and Run a Small Business. The objective of GoVenture's designers was to have players experience the entrepreneur's work-a- day world. They have successfully done this by having the player, do all that is necessary to create a retail operation and then run it in simulated real time. Players must go through all the necessary clutter and busy work associated with starting a business, such as obtaining licenses and permits, filing the firm's name, obtaining its government identification number, signing up and making deposits for the business's utilities, and choosing the business and its location. The Business Disc, like the previous one, also has been designed to be an experiential learning and development simulation, but its approach is very different. It is basically a series of branched video clips that take the player through two phases associated with starting a new business. Phase I covers all the basic planning and major decisions that must be made by a start-up. The player meets Harrison Fields, an accountant who guides the participant through these decisions. Immersion in the exercise is very fast because Fields steers the player along the requisite path. Fields covers deciding whether the firm will be in the economy's retail, service, or manufacturing sector; the firm's name; the nature of business and its ownership structure; its location with the options of leasing or renting or owning the firm's property; hiring employees, writing their position descriptions, and setting their work schedules; determining the help's fringe benefits and withholding taxes; setting up all the records needed, and finally setting prices and creating sales estimates.

The author discusses the use of simulation games in the business world and examines their success. He notes that while these methods are being touted as an educational innovation, there is no real evidence to back up that actual success of these games. He suggests that developers of these computer simulation methods need to pay greater attention to the design, administration and testing of these games in order for them to gain any measurable credibility. He contends that users should gain knowledge of principals when they play these games as well as knowledge of how these principals operate in the real world. This would require a grasp on the social dynamics of the business world and would help prepare students for the decision making processes they will encounter in the field.

In this article the authors examine the effectiveness of simulation gaming in business education. They discuss previous research that has indicated that business students have not been properly prepared for the real world dimensions of their careers. In this paper they propose that simulation gaming has begun to combat this problem by allowing students to face the real world situations they can expect to encounter after school. They assert that gaming has the ability to prepare students for the environment of uncertainty that exists in real organizations. By gaining experience with techniques such as managing both people and products students can better equip themselves for the decisions they will face as managers.

Despite the known benefits of long-term, game-based simulations they remain underutilized in Political Science classrooms. Simulations used are typically designed to reinforce a concept and are short-lived, lasting one or two class sessions; rarely are entire courses designed around a single simulation. Creating real-world conditions in which students operate often requires the development of distinct cultures and shared experiences that only long-term interactions can generate. These long-term interactions create a community where the past interactions of players matter when making decisions about future action. Long-term role-playing also gives students a forum to fully immerse themselves in the material resulting in deeper content comprehension. This article presents a framework for using a long-term, game-based simulation based on the popular television show Game of Thrones. The simulation uses an active learning approach to help students understand a variety of topics related to International Relations and related fields. The article concludes with a discussion on how the simulation can be modified to fit a variety of non-Political Science courses as well as provides the framework for an experimental design to test the effectiveness of the simulation. [ABSTRACT FROM AUTHOR]

Background. Simulations of complex systems have a long history of use for the study and promotion of systems thinking, yet more can be done in identifying games that promote development of systems thinking.Aim. This study is an exploration of the hypothesis that FATE OF THE WORLD, a challenging and complex climate change simulation, can promote systems thinking about climate change.Questions. This article analyzes players’ engagement with FATE OF THE WORLD using three key questions: 1. In what ways does the game support thinking about climate change as a complex system? 2. Does the game correspond to players’ a priori model of climate change? 3. How do players relate to FATE as an artifact they embrace, critique, and tinker with?Method. 33 participants were matched into control and test groups, and experimental participants were assigned to play a full game scenario of FATE OF THE WORLD. Experimental and control groups were compared using pre-and-post intervention concept maps. Post interviews were conducted with the test group.Results.Concept maps revealed statistically significant differences between the control and test groups. Interviews revealed diversity in learning outcomes and the ways in which acceptance of the game’s model of climate change influenced learning.Conclusions. FATE serves as proof-of-concept for the power of complex simulations to promote systems thinking as well as in-depth reflection on key social challenges. However, simulations like FATE are unlikely to serve well as stand-alone educational tools, which highlights the importance of effective teaching to accompany the game. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to detail a simulation exploring the academic and real-world debates surrounding constitutional design. Design/methodology/approach - The authors deployed this simulation in different contexts: undergraduate courses in comparative politics and middle school classrooms of gifted students in India. Findings - In conjunction with discussion of institutional setup, such as parliamentary vs presidential systems and judicial review vs parliamentary sovereignty, the students were required to design a new constitution for a fictional country that just overthrew a brutal dictator. Throughout the simulation, the students were assigned to be the representatives of a particular ethnic group, each with distinct interests to be represented during the constitutional convention. Originality/value - The authors detail the learning objectives and simulation setup for this constitutional convention. Finally, the authors discuss some issues raised by the students during the simulation. [ABSTRACT FROM AUTHOR]

Recent studies have shown that simulation games may be useful tools for supporting foreign language education. However, much of this research has focused on games using 3D graphic technology, which entail technical requirements that may render them too complex for use in many educational contexts. Accordingly, we wanted to determine if less complex simulation games could also support the acquisition of a foreign language. We conducted a quasi-experiment using whole classes comprising EFL learners at a Japanese university. A treatment group used an online vocabulary learning application (Quizlet) in conjunction with a simple simulation game (3rd World Farmer), and a control group used the vocabulary learning application alone. Although using the simulation game showed no short-term benefit, the treatment group outperformed the control group on a delayed post-test administered 11 weeks after treatment. We conclude that the effect of simulation games can be used in foreign language learning to improve long-term retention of target language vocabulary. [ABSTRACT FROM AUTHOR]

Background. Several authors from different fields have already mentioned the educational potential of role-playing games (RPG). As tabletop role-playing games (TRPG) present some similarities with small adult groups in learning and personal development situations, what about their transformative potential?Aim. The purpose of this article is to describe the tabletop role-playing game’s emerging context, a few of its specificities and functions, to show links with several education, play and game, and personal development theories, and to raise awareness about its transformative potential.Methods. Three complementary approaches were used: a literature review (academics and role-players), action-researches through a transformative role-playing game (“TF-RPG” – a TRPG plus a debriefing), and data cross-analysis.Results. Participants are involved in the TF-RPG through four levels of reality, namely the character, player, person, and human being, which can be associated with four dimensions of learning: knowing, doing, being, and relating. The unveiling of links between the TF-RPG experience and their personal journey offers the participants various ways of learning and paths towards personal development.Conclusion. TRPGs are particularly effective to foster knowledge acquisition, develop role-play skills, strengthen team building, encourage collaborative creativity, and explore one’s personal development. [ABSTRACT FROM AUTHOR]

Enterprise Resource Planning Systems (ERP) are very large and complex software packages that run every aspect of an organization. Increasingly, ERP systems are being used in higher education as one way to teach business processes, essential knowledge for students competing in today's business environment. Past research attempting to measure learning business processes with ERP has been inconclusive and lacking in rigor. This paper reports on a comprehensive research study that uses a critical realist approach to measure business process learning from experiential ERP. Using a business simulation game as a proxy for understanding business processes, students from a US undergraduate program in three separate classes, one using ERP experientially, are assessed both quantitatively and qualitatively. The data analysis uncovers a causal mechanism for learning, complemented by an understanding of the factors that trigger or suppress that mechanism in particular cases. The results validate the efforts of those using ERP in the classroom, and reaffirm other educational business school endeavours to teach business processes, with educational implications as follows. First, before attempting to learn business processes, students must have an understanding of core business concepts. Second, hands-on experience of ERP systems indeed helps students understand business processes. Third, students are showing that they can use the knowledge gained in university classes and apply it to making business decisions. Fourth, students should be encouraged to use all information possible for making business decisions instead of relying on their personal understanding of today's current market or on their own business intuition. [ABSTRACT FROM AUTHOR]

Today's students are digital natives who have grown up with computer technology and video games. Their constant exposure to the internet and other digital media has shaped the way they receive, process and learn information. Consequently, the traditional lecture and textbook approach to education is not as effective for this generation. We believe that students can benefit from reality based computer simulated games which are incorporated into the course curriculum. Games and computer simulations are no longer just for fun; they can be used as an effective pedagogical tool to enhance learning and foster an engaged learning environment. While there is a general consensus among educators that educational games are an effective method of motivating students, there is a lack of empirical studies relating to the impact of this teaching modality on students' academic performance and engagement. This paper reports on the effectiveness of using a computer simulated game on student learning and engagement in three different business courses. [ABSTRACT FROM AUTHOR]

Background Many students may not respond strongly to instruction that they do not perceive as engaging. One pedagogical approach to help engage students involves the use of games. Educational games can provide students with a motivating and stimulating environment while providing them with immediate feedback to promote learning. Purpose This systematic review examines research focused on the implementation of games to teach undergraduate engineering students; it summarizes prevailing features and cites examples from a variety of engineering disciplines. Scope/Method The systematic review was conducted through a detailed search of Science Direct journals and the Scopus, Web of Science, Compendex/Inspec, and ERIC Education Research Abstract databases using terms pertinent to games in engineering education. A total of 191 papers was included after application of the inclusion/exclusion criteria. After screening those to determine if assessment of student learning outcomes was performed, 62 papers were found suitable for more detailed analysis. Conclusions Research on the implementation of games in undergraduate engineering classrooms has shown that, despite diverse forms of assessment applied, there is a general trend that both student learning and attitudes are improved by game-based activities. However, since only a relatively small subset of the literature demonstrates a systematic, validated approach in assessment, significant opportunities remain for future research. [ABSTRACT FROM AUTHOR]

ABSTRACT When deciding whether to get on the freeway during rush hour, did you ever stop to consider that if you did so, you would slow everybody ELSE down? When we ask our students that question, they typically laugh-their only consideration is how long their own trip will take. When a decision maker does not account for all the costs or benefits associated with a decision, there exists what economists call an 'externality.' Externalities are commonplace, and can cause significant problems (or create significant benefits) for firms and society. This article describes an online simulation game that introduces students to the concept of externalities, and helps them understand and develop ways of at least partially neutralizing negative externalities and expanding positive externalities. The game is based on a common situation with which most if not all students will have familiarity, that of traffic congestion. The article introduces the game, presents the rationale behind using a simulation game for teaching the concept of externality, and discusses how the game contributes to analytical thinking, multiple framing, reflective exploration of meaning, and practical reasoning. [ABSTRACT FROM AUTHOR]

We report on a design-based research study that was conducted over nine months. It chronicles the development and implementation of HeartRun, a cardiopulmonary resuscitation (CPR) training approach for school children. Comparable to an unexpected emergency, HeartRun consists of authentic activities involving different roles, game tasks, locations and physical objects to support process-oriented learning for first responders. It aims to enhance the psychological preparedness of the rescuer and thus promotes a more prompt and appropriate response. In this paper, we describe a cycle of three design-based research (DBR) studies in which HeartRun was explored with school children. In order to better understand how to design mobile game environments that support dimensions of seamless learning, we analysed children and their knowledge-building practices while learning with HeartRun . The mobile game has evolved significantly from its initial conception through an iterative process of (re) designing and testing the synchronization between physical and digital worlds, learner collaboration and ubiquitous knowledge access, i.e. dimensions of mobile seamless learning activities. Based on our experiences, we conclude by discussing challenges and shortcomings of mobile game–based learning environments. [ABSTRACT FROM AUTHOR]

The article discusses several measurable performance and simulation types of activity models in addition to social studies units. These include the Congressional Hearing Model, the United Nations Conference Model and the Project Citizen (Center for Civic Education) and Civic Action Project (Constitutional Rights Foundation) Models.

Game-based education is a promising method for encouraging student learning. Although learning construction procurement and negotiation require hands-on practice, in most construction management courses at the college level, this subject is taught by using lectures and case studies. In this study, a construction procurement and negotiation game was developed, and paper-based and web-based versions were implemented. The game enables students to play the role of contractors or suppliers and generate profits by negotiating and procuring or selling reinforcing steel in a simulated market with a probabilistic nature. The experimental results indicate that playing both versions of the game increased student learning motivation, satisfaction and outcomes. Students awarded the web-based game higher assessment scores than they did for the paper-based game. Students playing either version of the game also achieved higher test scores than students who were taught using the traditional approach did. However, for students with work experience, playing the paper-based game resulted in higher scores than the web-based game scores. [ABSTRACT FROM AUTHOR]

This paper is based on a cross-national experimental study conducted among American, Turkish, Israeli-Jewish, and Israeli-Palestinian students using a computer game called "PeaceMaker." The game is a highly realistic and complex simulation of the Israeli-Palestinian conflict. Peace- Maker was used for educational and experimental purposes in a classroom setting and each student played the game in both Israeli and Palestinian decision maker roles. Our purpose was to evaluate the game's effectiveness as a pedagogical tool in teaching about conflict and its resolution, especially with regard to generating knowledge acquisition, perspective taking as a crucial skill in conflict resolution, and attitude change. We were also interested in understanding whether these effects changed depending on whether the participants were direct parties to the conflict or not. In order to gauge the effect of the game in these areas, we used a pre- and post-intervention experimental design and utilized questionnaires. We found that the game increased the level of knowledge about the conflict for the Israeli-Jewish, Israeli-Palestinian, American, and Turkish students. We also found that the game successfully contributed to perspective taking among Turkish and American students only on a contemporary issue related to the conflict. [ABSTRACT FROM AUTHOR]

Video games have become a hot topic in education. To their proponents, they enhance the interactive and active aspects of learning. In addition, mass-produced off-the-shelf video games promise a cheaper and more convenient approach to education, being quick and easy to set up, in contrast to the extensive time commitment that goes into designing a simulation from scratch. My paper uses an experience with Statecraft, a commercial off-the-shelf IR computer simulation tailored to the educational market, as a proxy to discuss the educational usefulness of commercial strategy video games in general. This experience recommends that we be cautious and reflective in the use of ready-made games for teaching. More to the point, it is still not clear which benefits, apart from convenience, commercial computer simulations bring to our classes that cannot also be provided by old-fashioned, low-tech customized simulations, whether designed by instructors or in collaboration with students. [ABSTRACT FROM AUTHOR]

Three outstanding teachers stimulated my interest in alternative methods of education and made me receptive to simulations and games. At my first gaming conference, I discovered the value of simulations and games by playing games rather than by listening to lectures. I found the spirit of play and cooperation at NASAGA and ISAGA conferences refreshing and my games owe a considerable debt to the experienced gamers I met there. My experience facilitating games has taught me that allowing a few players to judge the work of their peers using subjective criteria leads to negative emotions, which may cancel any potential benefits of a game. I have also learned that the NEW COMMONS GAME, which illustrates the tragedy of the commons, may leave players feeling helpless and fatalistic about solving real-world commons problems. Several strategies are presented that counter negative feelings and instill optimism in players that commons problems can be solved. Recent developments in the video gaming community provide grounds for optimism about the future of educational gaming. However, it is imperative that video game designers who have an educational goal incorporate the knowledge that educational gamers have acquired over the past 50 years, such as the need for debriefing. A hypothetical, long-term, large-scale game is described that has the potential to educate students campuswide about how a commons resource can be sustained for the benefit of all. In addition, if the game is conducted across semesters or years, players’ responsibility to future generations of players could be studied and enhanced. However, the hypothetical game would require revising current thinking about debriefing. A brief description of the games I have designed is included. [ABSTRACT FROM PUBLISHER]

The authors define the requirements and a conceptual model for comparative evaluation research of simulation games and serious games (SGs) in a learning context. A first operationalisation of the model was used to comparatively evaluate a suite of 14 SGs on varying topics played between 2004 and 2009 in 13 institutes of higher education in the Netherlands. The questions in this research were: what is the perceived learning effectiveness of the games and what factors explain it? How can we comparatively evaluate games for learning? Data were gathered through pre- and post-game questionnaires among 1000 students, leading to 500 useful datasets and 230 complete datasets for analysis (factor analysis, scaling,t-test and correlation analysis) to give an explorative, structural model. The findings are discussed and a number of propositions for further research are formulated. The conclusion of the analysis is that the students’ motivation and attitudes towards game-based learning before the game, their actual enjoyment, their efforts during the game and the quality of the facilitator/teacher are most strongly correlated with their learning satisfaction. The degree to which the experiences during the game were translated back into the underlying theories significantly determines the students’ learning satisfaction. The quality of the virtual game environment did not matter so much. The authors reflect upon the general methodology used and offer suggestions for further research and development. [ABSTRACT FROM AUTHOR]

Purpose – Simulations are designed as activities which imitate real world scenarios and are often used to teach and enhance skill building. The purpose of this case study is to examine the decision making process and outcomes of a faculty committee tasked with examining simulations in the marketplace to determine if the simulations could be used as assessment instruments in a new MBA program. Design/methodology/approach – The criterion for evaluating the decision making process was developed by adapting the five dimensional framework developed by Gulikers, Bastiaens and Kirschner. Findings – The paper will conclude with a review of outcomes from the evaluation process and suggestions on how the decision process might be streamlined for faculty and curriculum designers who are developing new business programs. Research limitations/implications – Expectations for evaluating simulations need to be completely defined before beginning the review process, assign an individual with content knowledge to lead the review of individual simulations, vendor presentations of the simulations tended to sway the evaluator's opinion of the product in a more positive manner regardless of content. Practical implications – Competency based education continues to be a focus in higher education as the pressure to illustrate demonstrable skills continues to mount. Simulations may play a role in helping students obtain competencies in specific areas but their ability to assess competencies acquired warrants further research. A solid and rational decision making process is required to accurately determine the effectiveness of using simulations in an MBA program. Social implications – Simulations allow students to interact with complex systems and ideas but assessing the actual learning that takes place can be challenging (Frezzo, Behrens, and Mislevy). Students still need a conceptual framework of the material being presented in order for the simulations to be meaningful. Finding an effective instructional model which supports both hard (technical or procedural) and soft (people, communication) skills can be challenging as the soft skills are more difficult to quantify. Instituting an effective evaluation and decision process when evaluating these types of assessments is important when determining their value in a classroom. Originality/value – This case study was based on the decision process of the University and the College of Business Administration in determining how simulations could be used in a competency based MBA program. [ABSTRACT FROM AUTHOR]

This article reports on the 2008 ISAGA Summer School held in New Delhi (Gurgaon), India. This Summer School was hosted by the Institute for Integrated Learning in Management. Participants came from all over the world. This year’s theme was “The Art and Science of Simulation and Gaming Design and Facilitation for Business and Management.” [ABSTRACT FROM AUTHOR]

From the observations of successful entertainment games, it is hypothesized that implementing a single-player option may require a different approach from that in a multiplayer option, in terms of game design. To find out whether this could be true and to understand what the specific approaches could entail for educational games, three separate yet related investigations were conducted to examine single- versus multiplayer games: an investigation of two educational games designed and evaluated by the authors, a theoretical investigation from a game and learning perspective, and an empirical investigation of 23 case studies. From these three investigations, it turned out that a “single-player approach” is data intensive, has formal rules, and uses direct transfer and individual learning. On the other hand, a “multiplayer approach” is less straightforward. From a game perspective, it can be characterized as process intensive and having social rules. When related to learning, however, it could be positioned on any dimension. This exploration shows that the approaches differ to a large extent and that designers have to find a fit between what option they choose and approach they take. [ABSTRACT FROM AUTHOR]

The article offers updates on the activities and upcoming issues of the "Simulation and Gaming" journal. It mentions several conferences including the annual Autumn 2010 Conference, the Spring 2011 Conference and ThaiSim conference. It also announces several activities including the Japan Society for the Promotion of Sciences (JSPS) training program, Encouragement Awards recipient Shin-Ichi Endo and participation of SAGANET organization participant to seminar game experience.

Reputation enables different parties to establish a trusting and cooperative relationship, a key factor in integrative negotiations referred to as “win-win” negotiations. Thus, a good reputation mechanism can bring simulations closer to reality. In this study, the authors review the reputation mechanisms applied to the online business game WIN WIN MANAGER, where the players’ reputations are decided by their counterparts at the end of each negotiation. Then, the authors compare two reputation mechanisms and hypothesize that the best mechanism will be more positively correlated with the negotiation outcome, which is measured by a scoring algorithm. Using nonparametric statistics, it is highlighted that the reputation mechanism in earlier versions of the game seems to produce values unrelated to the score, whereas the new mechanism produces values significantly positively correlated with the score. Such results can be useful to scholars who conduct experiments on negotiation, as well as online markets in which users are allowed to negotiate with one another. [ABSTRACT FROM AUTHOR]

This article reports on the International Simulation and Gaming Association’s conference in Spokane, Washington, United States (ISAGA2010). It provides an overview of the many presentations and workshops at the conference, as well as hints of other events both planned and unplanned. [ABSTRACT FROM AUTHOR]

This article describes a virtual reality role-playing game that was developed as a survey tool to collect travel behavior data and explore and monitor travel behavior adaptation. The Advanced Energy and Material Systems Laboratory has designed, developed a prototype, and tested such a game platform survey tool, called Travel Activity Constraint Adaptation Simulation (TACA SIM). A main objective is investigating adaptability under the simulated situation of rapid fuel price. The computer game survey approach has the potential to capture real behavior data through a well-controlled experiment, because the participant experiences the survey as a role-play exploration. Feedback from participants confirms that TACA SIM collects data efficiently in an acceptable time while the participants enjoyed the experience. The authors propose that this gamed-based survey approach provides the basis for collecting and evaluating travel behavior data and adaptation behavior. [ABSTRACT FROM AUTHOR]

This study investigates whether the processes associated with the use of business simulations can be structured to improve transfer of learning from the classroom environment to the workplace.The answer to this question is explored by investigating teaching methods used to introduce the simulation, the amount of time students spend on decisions, team decision-making characteristics, and student performance levels in the course. The results indicate that students have higher perceived transfer of learning when they learn the simulation by reading the student manual and from peers rather than from the instructor or from hands-on experience. Also, the results indicate that perceptions of time spent on strategic decisions, financial decisions, and student expectations of their final grade were related to perceived transfer of learning. [ABSTRACT FROM AUTHOR]

The article discusses the concept of the ReDistricting Game, an online simulation game that engages learners in the redistricting process and the problems of gerrymandering districts in the U.S. It states that the game encourages students to think at higher levels and master key concepts, as well as allows them to participate by taking the role of a politician. An overview of how to use the simulation game in classrooms is provided.

One important objective of introductory courses in public administration is to sensitize students to the difference between two concepts: substantive rationality and political rationality. Both types of rationality play an important role in policy processes. Yet, although the difference is straightforward in theory, and is addressed and well-illustrated in most standard textbooks on public administration, students seem to have difficulty internalizing it. This article reports on our findings from a role-playing game designed to make students experience the difference between policy making as a process of rational design and policy making as a process of political negotiation. We conducted an experiment involving a large group of students enrolled in a first year, one-semester course, and a control group of students who enrolled in the same course 1 year later. The former were tested four times (start of the course, immediately before and after playing the game, and 3 months later) and the latter two times (at the start of the course and at the exam) for their understanding of how policy making-as-rational-design and policy making-as-political-negotiation differ on seven characteristics. Comparison of test results obtained before and after the role-play indicates a positive learning effect for some characteristics, and a negative learning effect for others. [ABSTRACT FROM AUTHOR]

Many past educational validity studies of business gaming simulation, and more specifically total enterprise simulation, have been inconclusive. Studies have focused on the weaknesses of business gaming simulation; which is often regarded as an educational medium that has limitations regarding learning effectiveness. However, no attempts have been made to provide guidelines for assessing educational validity in terms of building, implementing, and validating business gaming simulation. Accordingly, this study has combined literature on learning, simulation design, and research methods to formulate a methodology to assess the educational validity of total enterprise simulation; the concepts of which can be applied more broadly to business gaming simulation. The authors propose that the framework introduced within this article can provide a foundation for future educational validity studies that can assist simulation designers to implement valuable and powerful simulation learning media in the future. [ABSTRACT FROM AUTHOR]