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Simulations and games in economics education
A simulation game is "a game that contains a mixture of skill, chance, and strategy to simulate an aspect of reality, such as a stock exchange". Similarly, Finnish author Virpi Ruohomäki states that "a simulation game combines the features of a game (competition, cooperation, rules, participants, roles) with those of a simulation (incorporation of critical features of reality). A game is a simulation game if its rules refer to an empirical model of reality." A properly built simulation game used to teach or learn economics would closely follow the assumptions and rules of the theoretical models within this discipline.
==In economics education==
Economics education studies recommend the adoption of more active and collaborative learning methodologies (Greenlaw, 1999). Simkins (1999) stated “… ''teaching practices, which rely heavily on the lecture format, are not doing enough to develop students’ cognitive learning skills, attract good students to economics, and motivate them to continue coursework in the discipline.''” (p. 278). This is consistent with the results of a survey published in the American Economic Review by Allgood (2004) that shows that students “rarely take economics as a free elective – especially beyond principles.” (p. 5). More is needed to be done in the classroom to excite students about economics education.
Simulations supplement the standard lecture. Both computerized and non-computer based simulation and games show significant levels of growth in education (see Lean, Moizer, Towler, and Abbey, 2006; Dobbins, Boehlje, Erickson and Taylor, 1995; Gentry, 1990;.
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