ABSTRACT
In the first volume of this series, we have already discussed the overall planning of case study and role-play exercises as components in many lessons, either in their own right or as part of a more complex simulation-game design. We presented a schema of the progressively greater use that the instructional designer makes of the real system under study, as he progresses from simple case studies, through role- play exercises, to full simulations and simulation-games. The schema is reproduced here for reference (see Figure 9.1). Relationships between games and simulations used in education and training https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9781315067469/16b814be-157c-4e11-a98f-316322c3e4e8/content/fig9_1_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>
Some examples for analysis
