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Record 127 of 772
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The Effect of Ability, Achievement, and Number of Plays on Learning from a Simulation Game. Report Number 115 [microform] / Keith J. Edwards
Bib ID 5224663
Format BookBook, MicroformMicroform, OnlineOnline
Author
Edwards, Keith J
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1971 
27 p. 
Summary

This study examines the effect on learning of repeated plays of the simulation game "Trade and Develop" (T/D). It also examines the effects of students' ability, using a general measure (determined by school tracking procedures) and a specific measure (achievement test in the specific class). The results of the study indicate that, after playing the basic version of T/D twice, further playing of the basic game or the advanced game will not increase students' understanding of the mechanics of the game (perceptions), strategies of play, or analogies between the game model and the real situation. The effects of students' general ability on learning in the game were weaker for learning of strategies than for learning of perceptions of the game, or for understanding of the analogies between the game and real life. The learning of perceptions and of strategies was not related to the specific measure of achievement, but the correlation between learning of analogies and the achievement measure was significant. (Author)

Notes

Sponsoring Agency: Office of Education (DHEW), Washington, DC.

Contract Number: OEG-2-7-061610-0207.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Conceptual Schemes.  |  Economics.  |  Educational Media.  |  Experimental Teaching.  |  Game Theory.  |  Learning Processes.  |  Learning Theories.  |  Simulation.  |  Students.  |  Teaching Methods.
Other authors/contributors Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools
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