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Definition #2:

“A simulation is a working representation of reality. It may be an abstracted, simplified or accelerated model of the process. It allows the exploration of systems where reality is too expensive, complex, dangerous, fast or slow.”
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Would you modify any part of these definitions?

 Yes If yes, then please elaborate

2) End-user outcomes

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1. Handle interrelationships among a number of variables.      

2. Make effective decisions about allocating resources.      

3. Make effective decisions about negotiating with

other players (either real or virtual)..      

4. Make effective decisions about sequences of actions.      

5. Be able to explore an issue from different perspectives.      

6. Be able to explore the objective knowledge of each perspective .      

7. Be able to explore the subjective worldview of each perspective.      

8. Be able to transfer newly learned skills

to a real-life decision-making situation.      

9. Be able to transfer newly learned knowledge

to a real-life decision-making situation.      

10. Be able to transfer their newly learned skills

to real-life interactions with others.      

11. Be able to transfer their newly learned knowledge

to real-life interactions with others.      

12. Be required to deal with various strong

feelings and emotions associated with the simulation/game.      

13. Experience fun while engaged with the simulation/game.      

14. Find the simulation game to be a plausible

representation of reality (few instances of missing information) .      

15. Be able to assume a specific role

and compete with other players (either real or virtual) .      

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16. Be able to operate from a specific perspective

and compete with other perspectives (either real or virtual).      

17. Not compete with others but rather act like the ‘god’

of the game, having the sole power to change variables.      

18. Experience the closure of the simulation/game, with

a final determination of winners and losers.      

19. Experience the closure of the simulation/game

after specific duration of engagement. .      

20. Not experience a final determination of winners and losers.      

21. Be primarily motivated to gain strategic

advantage for the purpose of winning the simulation/game.      

22. Be primarily motivated to modify variables

and observe the consequences, for the purpose of reflecting

on the significance of these consequences.      

23. Experience consequences as a result of their decisions.      

24. Feel personal risk while engaging the simulation/game

(i.e. thrill of victory or the agony of defeat).      

25. Maintain a degree of detachment

while engaging the simulation/game.      

26. Understand that the simulation/game was a contrived experience

that will have no detrimental impact on their real life.      

27. Find the simulation game personally relevant

because actions are embedded in the context of real-life data.      

28. Find the simulation game personally relevant

because the imaginative associations of the simulation/game

correspond to the beliefs and values of the end-user.      

29. Find the most important learning occurs during

the debriefing session after closure of the simulation/game.      

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30. Find the most important learning occurs during engagement with

the simulation/game, as the end-user experiences consequences.      

Please include any comments about end-user outcomes.

3) Design Priorities
In the design of simulation/game software, to what extent are the following priorities?

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1. Representing conflicts.      

2. Representing a complex system.      

3. Representing a subjective view of reality.      

4. Representing an objective view of reality.      

5. Representing a simplified version of

a complex system which exists in real-life.      

6. Representing a system which corresponds to real-life.      

7. Representing a system which appeals to the imagination.      

8. Providing a specific closure to the simulation/game so that

the end-users will be motivated to ‘win’.      

9. Providing an open-ended simulation/game