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In this paper, simulation studies were classified and analyzed according to the instructional function for which the simulation was used. On the basis of the analysis, it was concluded that: (a) simulations are most effective when used before or after formal instruction, (b) the effects of simulations are not revealed by tests of knowledge but are revealed by tests of transfer and application, and (c) extensive research is needed on simulation design and use. A narrower definition of simulation and a uniform method of classification are also advocated.
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Rex et al. (1991) studied this question.
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