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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.
Feinstein et al. (Sun,) studied this question.
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