An Argument for Lengthier, More Concrete, More Outcomes-Oriented Games

• In Event: Teaching with Simulations in American Government and Public Policy

Brief Overview

This paper presents empirical results from six different classroom games in an attempt to answer the and argues that games should occupy a larger percentage of the class, tend towards realism, and be designed to meet learning outcomes.

Author

• Edmond David Hally, Ferrum College