Abstract
Developments in microcomputers and multimedia software have rekindled an interest in simulations and instructional games. Simulations, however, are not well understood by most neophyte designers and trainers. There are no clear guidelines for matchinginstructional requirements and appropriate methods. This paper looks at the learner, task, and environmental factors affecting simulations selection and development, and presents a flowchart model that systematically considers these variables. The end result is a set of prescriptions for the selection or development of simulations to fit particular instructional goals.
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