Computer Simulation, Games and Roleplay: Drawing Lines of Demarcation

Abstract

The 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.