What makes things fun to learn? heuristics for designing instructional computer games
SIGSMALL '80 Proceedings of the 3rd ACM SIGSMALL symposium and the first SIGPC symposium on Small systems
Simulation-supported live training for emergency response in hazardous environments
Simulation and Gaming - Symposium: Simulating risk and crisis
Today's Business Simulation Industry
Simulation and Gaming
Intelligent group interfaces: envisioned designs for exploring team cognition in emergency crisis management
A case study of computer gaming for math: Engaged learning from gameplay?
Computers & Education
Implicit learning as a design strategy for learning games: Alert Hockey
Computers in Human Behavior
Relationships Between Game Attributes and Learning Outcomes
Simulation and Gaming
Effects of Playing a History-Simulation Game: Romance of Three Kingdoms
International Journal of Gaming and Computer-Mediated Simulations
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The increased use of simulations in training and education has heightened the need among researchers and practitioners to better understand how simulations impact learning. Given the dearth of empirical research in this area, the purpose of this study was to test the effect of fantasy, one of the most popular attributes of simulations, on multiple outcomes of learning. Data were collected using an experimental design in which the type of fantasy was manipulated endogenous, exogenous, and no fantasy. Participants included 60 undergraduate teams performing an emergency crisis management simulation. The results of the study showed that fantasy, regardless of type, was a significant predictor of affective learning outcomes. On the other hand, fantasy did not significantly predict behavioral learning outcomes. The authors discuss the implications of these findings for the design and implementation of ludic simulations as well as recommendations for future research.