The article by Thavikulwat places great emphasis on the creation of valid algorithmic portrayals of the functions being simulated. The reader is cautioned, however, that a simulation 's algorithms are only one part of the experiential learning environment created by the adopter of a game. Learning in these situations comes from not only the game s algorithms but also from the interplay between students, interplay with the instructor through coaching and debriefing skills, and self analysis in reaction to the gestalt of the process.
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