ABSTRACT
This chapter describes both types of technology used by games-based simulations and digital educational games. Key considerations would be similar to those used with any instructional tool. For instance, simulations can be selected based upon an attention to grade level and developmental level; critical considerations include the nature of the representations, the supports provided by both the teacher and the simulation, the physical interaction between the simulation and the student, and the appropriateness of the subject matter. The supports provided by the teacher and simulation are important considerations when working with simulations as well. J. L. Miller and C. A. Kocurek outlined some of the critical developmental considerations in educational game design: Educational games should be developmentally appropriate—meaning that games should consider all developmental aspects of the targeted age including the physical, cognitive, and emotional domains. The chapter addresses the issues related to the physical, motor, social, and emotional domains when using simulations, deals with the physical and motor considerations.
