ABSTRACT
This chapter is a systematic review of the literature on simulations and technology in legal education. To date, there has been no reasonably comprehensive summary of the research on simulation in this context – in spite of a growing body of evidence that games and simulation not only have positive effects on student learning, but that there are also significant correlations between the use of educational technology and student engagement.1 The practice of systematic reviews generally is relatively rare in legal education, in common law jurisdictions at least. Indeed, systematic reviews as a whole, such as that of Mearns et al. on the effectiveness of online and blended learning in the field of education and technology, are not widely available in law as a discipline, nor are they evenly distributed in law’s sub-domains.2
