Abstract
To achieve the desired learning outcomes it is critical that developers and users of simulations understand human decision-making. How participants will make decisions in the simulation is a function of both the participant's expertise and their interaction with the exercise design. It is an important pedagogical issue to know whether the design of the simulation reinforces and builds a participant's ability to respond in a normative reasoned fashion to a decision situation, or to experience the situation in its complexity and respond in a synthetic intuitive fashion. To comprehend the implications of these two viewpoints I present the debate between promoters of the normative views and the descriptive views on decision-making. By performing a critical analysis of these different perspectives, I offer insight on how the decision-making philosophy used in the design of simulations affects both the use of the simulation and the measurable learning outcomes.
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