Computer Simulation, Games and Roleplay: Drawing Lines of Demarcation
AbstractThe literature around experiential learning is unclear regarding the similarities and differences among simulation, games, and role-play. In order to appropriately evaluate instructional processes, definitional clarity is necessary. In this article, we provide a definitional foundation and classification scheme for the topics of computer simulation, role-play, and games. The educational and training outcomes of each are discussed, providing readers the means to determine for themselves, the pedagogical appropriateness of simulation, games, or role-play to a given situation.
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