ABSTRACT
The effects of simulations and games that are intended to promote learning can be measured in a number of conventional ways, such as by administering preand post-tests (before and after the interactive experience), and analyzing for improved test performance. When a user scores higher on a test after playing the game or using the simulation than he or she scored on a calibrated pretest, then we say that the user has learned whatever it is that the test measures. Tests can be architected to provide several measures, that is, they can address knowledge in several topic areas related to the game or simulation.
