Linking educational theories with an empirical study, using an art related simulation-game, was the intent of this thesis. These educational theories involved retention of content matter, student motivation, simulation-gaming and art education. The importance of the project was directly related to the advantages of simulation-gaming. Research has suggested that students have been more motivated to learn, enjoy learning more and retain more content information as simulation-games have been brought into the classroom. Empirical data was collected as a simulation-game entitled "Investigation Simulation" was enacted with sixth grade students. A sequence of surveys was given to measure knowledge, enjoyment and retention. These consisted of a pre-test, a post-test and a delayed post-test. The results suggested (1) Students participating in the simulation-game were more actively involved in learning, (2) their retention of content matter was raised.

Dissertation (Ph.D.)--Auburn University,2008. / Abstract. Vita. Includes bibliographic references (p.111-133).

<p>Computer-based business simulation games are rather commonly used tools for learning in business courses in Sweden. However, not always expectations of teachers are achieved with respect to the simulation game as a learning tool. There are number of aspects that students are not satisfied with when it comes down to the use of simulation game and as a result, a gap between these parties evolves. Thus, we have tried to identify the benefits and drawbacks seen by teachers and students and derived critical success factors for achieving higher learning outcome from the use of simulation games.</p><p>In order to do that, we have carried out 6 interviews with teachers across Sweden who have been using simulation games in their courses. Furthermore, student opinions were gathered through questionnaire and class observation.</p><p>It was concluded that teachers see the simulation game as a very good tool for learning. Still, students are not fully satisfied, since they are expecting more feedback and support from teachers when they are using the game. Further-more, although the game is supposed to give a good reflection of reality, not always it was seen so by students. Thus, it is important to communicate and introduce the game properly in the course as well as have an assignment that en-courage learning and helps students to apply their theoretical knowledge in practice that would be closely linked to reality.</p>

Thesis (M.S. in Modeling Virtual Environments and Simulation (MOVES))--Naval Postgraduate School, March 2010. / Thesis Advisor(s): Becker, William ; Darken, Rudolp. "March 2010." Description based on title screen as viewed on April 28, 2010. Author(s) subject terms: Training transfer, virtual battespace 2, serious games. Includes bibliographical references (p. 279-284). Also available in print.

Digitized by Kansas Correctional Industries

Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Michael Proctor. Includes bibliographical references (p. 203-213).

Thesis (Ed.D.)--University of Tulsa, 1971. / Bibliography: leaves 43-45.

Thesis (Ed. D.)--University of Technology, Sydney, 2003.

Thesis (DR. P.H.)--University of Michigan.

Thesis (M.F.A.)--Rochester Institute of Technology, 1982. / Typescript. Includes bibliographical references (leaf 45).