Debriefing: toward a systematic assessment of theory and practice
Simulation and Gaming - Special issue: debriefing
Simulation and Gaming - Special issue: debriefing
Three levels of learning in simulations: participating, debriefing, and journal writing
Simulation and Gaming - Special issue: debriefing
How to facilitate a debriefing
Simulation and Gaming - Special issue: debriefing
Simulation and Gaming
The role of company reputation in business simulations
Simulation and Gaming
Computers & Education - Virtual learning? Selected contributions from the CAL 05 symposium
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Simulation and Gaming
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Simulation and Gaming
Computers & Education - Virtual learning? Selected contributions from the CAL 05 symposium
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Computers & Education
Simulation and Gaming
Debriefing a Health-Related Educational Game: A Case Study
Simulation and Gaming
Using Gaming Literacies to Cultivate New Literacies
Simulation and Gaming
Interactive simulations to help teenagers cope when a parent has a traumatic brain injury
Computers in Entertainment (CIE) - Special Issue: Advances in Computer Entertainment Technology
Life Span as the Measure of Performance and Learning in a Business Gaming Simulation
Simulation and Gaming
Innovation Diffusion: Assessment of Strategies Within the DIFFUSION SIMULATION GAME
Simulation and Gaming
ICEC'12 Proceedings of the 11th international conference on Entertainment Computing
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Simulation and Gaming
Evaluating the educational effectiveness of simulation games: A value generation model
Information Sciences: an International Journal
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Simulation and Gaming
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Debriefing is an important phase in using simulation games. Participants are invited to make a connection between experiences gained from playing the game and experiences in real-life situations. Thus, debriefing is the phase meant to encourage learning fromthe simulation game. Although design and practice of debriefing sessions should be aligned to this aim, it is necessary to distinguish different forms or modes of learning. The authors'central argument is that the shape of debriefing will have to meet the learning objectives being pursued in a concrete simulation game. They propose a general classification of learning objectives that allows a distinction to be made between types of use of simulation games. In each of the four types distinguished, the debriefing serves different purposes for which specific requirements can be formulated.