Despite long years of effort and experimentation, the use of simulation/games for education has known little acceptance. In reaction to this, there has been a tendency to sharply distinguish adult games from children’s games. The author’s experience and observation leads him to argue that there is, in fact, a continuity and that the elements of games that favor learning in children are also at work with adults. However, there is a progression from child to adult, and the games used with adults must be adapted to the adult’s interest in games. The article ends with some practical suggestions for pursuing this approach.
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