As Teachers and Researchers,Where Do We Go From Here?

Abstract

This article does three things. First, it describes and contrasts the teaching styles of its two authors. Second, it proposes dimensions on which simulation teaching style and game administration design might vary. Third, it argues that teaching style and game design has a considerable impact on learning-related outcomes from simulation. From that argument it recommends that the relationship between teacher/administrator behaviors, designs, and decisions on one hand and outcomes on the other ought to be (further) researched. The article is both folksy and scholarly. It describes the mechanics of the authors’ teaching and cites others’ empirical research. It tries to marry what teachers do with what they believe the field ought to be studying.