Abstract
Evaluation of six studies suggests that the case for learning and attitude change resulting from simulation games may not be as strong as has been claimed. Alternative ways of using simulations to maximize learning are then presented. The author, who has just received his Ph.D. in political science from Northwestern University, is now Assistant Professor of Political Science and Research Associate at the Social Science Teaching Institute, Michigan State University.
Subject
General Social Sciences,Sociology and Political Science,Education,Cultural Studies,Social Psychology
Cited by
124 articles.
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