Purpose. This article critically discusses the contributions in this symposium and the progress in the fields of system dynamics and interactive learning environments.
Two Perspectives. For this purpose, the article uses two different perspectives. One perspective is system dynamics or model-based policy analysis and design. The other perspective is the learning sciences, that is, the theories and principles of learning.
Commentaries. With these two perspectives in mind, this article reflects on each of the eight contributions to this symposium and gives critiques and suggestions.
Recommendation. The results and insights generated by these contributions suggest that the greatest need for future research on system dynamics and its contribution to simulation-gaming is demonstration of improvements in learning and performance.
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2.
BassiA. M.De RegoF.HarrissonJ.LombardiN. (2015). WATERSTORY ILE: A systemic approach to solve a long-lasting and far-reaching problem. Simulation & Gaming, 46, 404-429.
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DavidsenP. I. (2000). Issues in the design and use of system-dynamics-based interactive learning environments. Simulation & Gaming, 31, 170-177.
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DavidsenP. I.SpectorJ. M.MorganK. (2000). Guest editorial: System dynamics and interactive learning environments in simulation and gaming. Simulation & Gaming, 31, 169.
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JonassenD. H. (2006). Modeling with technology: Mindtools for conceptual change (3rd ed.). Columbus, OH: Merrill/Prentice-Hall.
10.
KopainskyB.AlessiS. M.PederciniM.DavidsenP. I. (2015). Effect of prior exploration as an instructional strategy for system dynamics. Simulation & Gaming, 46, 293-321.
11.
MilradM.SpectorJ. M.DavidsenP. I. (2003). Model facilitated learning. In NaiduS. (Ed.), Learning and teaching with technology: Principles and practices (pp. 13-27). London, England: Kogan Page.
12.
MiyaokaJ. (2005). Making operations management fun: Littlefield Technologies. INFORMS Transactions on Education, 5(2), 80-83.
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MulderY. G.LazonderA. W.de JongT. (2015). Simulation-based inquiry learning and computer modeling: Pitfalls and potentials. Simulation & Gaming, 46, 322-347.
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PavlovO. V.SaeedK.RobinsonL. W. (2015). Improving instructional simulation with structural debriefing. Simulation & Gaming, 46, 383-403.
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Pirnay-DummerP.IfenthalerD.SpectorJ. M. (2010). Highly integrated model assessment technology and tools. Educational Technology Research & Development, 58, 3-18.
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RouwetteE.KorziliusH.VennixJ.JacobsE. (2011). Modeling as persuasion: The impact of group model building on attitudes and behavior. System Dynamics Review, 27, 1-21.
17.
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18.
SeelN. M. (2006). Mental models and complex problem solving: Instructional effects. In ElenJ.ClarkR. E. (Eds.), Handling complexity in learning environments: Theory and research (pp. 43-66). Amsterdam: Elsevier.
19.
SpectorJ. M. (2000). System dynamics and interactive learning environments: Lessons learned and implications for the future. Simulation & Gaming, 31, 528-535.
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StaveK. A.BeckA.GalvanC. (2015). Improving learners’ understanding of environmental accumulations through simulation. Simulation & Gaming, 46, 270-292.
21.
StermanJ.FranckT.FiddamanT.JonesA.McCauleyS.RiceP.. . . Rooney-VargaJ. N. (2015). WORLD CLIMATE: A role-play simulation of climate negotiations. Simulation & Gaming, 46, 348-382.
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StrohheckerJ.GrößlerA. (2015). Performance in tangible and in cognitive stock-flow tasks: Closer than expected. Simulation & Gaming, 46, 230-254.
