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A framework for developing classroom games.
Abstract
The use of games and simulations in economics and finance classrooms has prompted research primarily about their pervasiveness and pedagogical benefits while little research has focused on how to develop them. As such, we outline a general nine-step development process, specifically: problem identification, learning objective definition, player definition, players' motives and goals definition, identification of resources available to players, definition of the conduct of play and rules, formulation of an evaluation schema, development of a prototype, and refinement.
Introduction
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Source: HighBeam Research, A framework for developing classroom games.