Serious Games, Debriefing, and Simulation/Gaming as a Discipline

By D. Crookall. 2010

656 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/3e004662dbea2a08f88a5e4ef6d20b31cba79cb4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. David A. Kolb
2. Alice Y. Kolb
3. Michael H. Morris
4. D. Kuratko
5. Kurt I. Lewin
6. Marshall A. Baker
7. H. Gibson
8. P. Freire

Citations in the corpus

• On Becoming an Experiential Educator (2014, background): “Crookall (2010) emphasizes that “learning comes from the debriefing, not from the game.”
• Goals, Success Factors, and Barriers for Simulation-Based Learning (2012, background): “Other reports analyze simulation and debriefing at different levels of detail (Alinier, Hunt, Gordon, & Harwood, 2006; Crookall, 2010; Dieckmann, Molin Friis, Lippert, & Østergaard, 2009; Fanning & Gaba, 2007; Henneman & Cunningham, 2005).”
• Inclusive Wealth Report 2018 (2018, neutral): “Dasgupta, L.H., Goulder, G. Daily, P.R. Ehrlich, G.M. Heal, S. Levin, K.-G. Mäler, S. Schneider, D.A. Starrett, and B. Walker (2004), “Are We Consuming Too Much?,” Journal of Economic Perspectives, 18(1), 147–172. Arrow, K.J., P. Dasgupta, L.H. Goulder, K.J. Mumford, and K. Oleson (2012), “Sustainab”