Simulation and Gaming and the
Teaching of Sociology
6th edition, 1997.
Compiled by Richard L. Dukes
Colorado University, Colorado
Sections in this bibliography:
|| Contents page ||
Books || Articles
directories, centers || Findings
Axelrod, R. (1984). The evolution of
cooperation. New York: Basic.
Presents results of an open challenge to beat his "tit for tat" strategy in
Prisoner's Dilemma. Important because of renewed interest in this simple, two person
Boocock, S. & Schild, E. O. eds. (1968). Simulation
games in learning. Beverly Hills, CA: Sage Publications.
A classic reader: one of the first theoretical books on simulations and games.
Reviews the early work of James Coleman and his colleagues at Johns Hopkins.
Considerable attention is paid to the issue of learning outcomes and the use of
Crookall, D. & Saunders, D. eds. (1989).
Communication and simulation: From two fields to one theme. Clevedon,
England: Multilingual Matters, Ltd.
This edited volume goes beyond the discipline of
communication. Chapters of interest to sociologists are:
Crookall, D. & Arai, K. eds. (1995).
and gaming across disciplines and cultures: ISAGA at a watershed. Thousand
Oaks, CA: Sage, 1995.
Culture, Prejudice and Simulation Gaming in Theory and Practice
(Noesjirwan and Bruin)
- Discourse Rehearsal: Interaction Simulating Interaction (Sigman and
- Knowing Oneself: A Symbolic Interactionist View of Simulation
- Simulation and Communication in Women's Networks (Stern);
- The Manipulation of Information in Urban Planning and Simulation
This volume is based on conference papers from the 25th Anniversary Meetings of
International Simulation and Gaming Association in 1994. It is divided into four parts:
applications, policy exercises, research, and professional matters.
Duke, R. D. & Greenblat, C. S.
(1979). Game-generating games: A trilogy of games for community and classroom.
Beverly Hills, CA: Sage Publications, Inc.
Describes the use of frame games for teaching a wide variety of subject matter. Several
ready-to-use game frameworks are presented with suggestions for how to use them to present
different subjects. Emphasis is placed on game construction as an important mode of
Dukes, R. L. (1990). Worlds apart:
Collective action in simulated agrarian and industrial societies.
Dordrecht, The Netherlands: Kluwer Academic Publishers.
STARPOWER was modified to create 32 simulated agrarian societies (low level of technology
and ascribed status) and 32 industrial societies (high level of technology and achieved
status). Quantitative and qualitative data were gathered from over 1200 players.
Collective action had an emergent quality that was not predictable, but drastic change was
more likely in agrarian social systems. Presents rationale for the integration of teaching
Ellington, H., Addinal, E. &
Percival, F. (1982).
A Handbook of game design. London: Kogan Page and New York: Nichols.
An excellent and complete source on the design of
Fromkin, H. L. & Sherwood, J. J. (1976).
Intergroup and minority Relations: An experiential handbook. La Jolla, CA: University Associates.
Contains numerous structured experiences and
short simulations for use in intergroup relations training. Includes nine workshop models for possible use as
training guides. Much of this material is adaptable for classroom use.
Geertsen, H. R., et al. (1979). Eighty-one
techniques for teaching sociological concepts. Washington, DC: American Sociological Association
Projects on Teaching, 1722 N Street, N.W.
This collection of teaching techniques includes
several classroom simulations which can be completed in one or two hour class sessions. All the materials
are directed toward the teaching of sociology courses.
Greenblat, C. S. (1988). Designing
games and simulations: An illustrated handbook. Newbury Park, CA: Sage Publications.
Sociologist, Greenblat, treats comprehensively
the design of gamed simulations. Covers rationale, model building, style, construction and modification.
Four case studies and examples from 70 additional games lavishly illustrate the design process. Excellent
source. Suitable for beginner to expert. Highly recommended.
Greenblat, C. S. & Duke, R. D. (1975).
Gaming-simulation: Rationale, design and applications. New York: John Wiley and Sons.
This book set the standard. Still one of the best
sources. Presents a theoretical explanation of simulation gaming and a guide to its practical application.
Provides an overview of the field and examines the elements of game design. Highly recommended. (See next entry,
Greenblat, C. S. & Duke, R. D. (1981).
and practices of gaming simulation. Beverly Hills, CA: Sage Publications.
This paperback is an abridged and updated version
of the authors' 1975 hardback, Gaming-Simulation: Rationale, Design and Applications.
Guetzkow, H. & Valdez, J. J. (1981).
Simulated international processes: Theories and research in global modelling. Beverly Hills, CA: Sage
This volume updates work done on INTERNATION
SIMULATIONS (INS) during the 1970's. It is a valuable source for anyone working on the
simulation of international conflict.
Hyman, R. (1977). Paper, pencils and
for learning and having fun. Englewood Cliffs, NJ: Prentice Hall.
Contains many kinds of simple exercises and
simulation games which can be played with just paper, pencil, and pennies.
Inbar, M. & Stoll, C. S. eds.
and gaming in social science. New York: The Free Press.
Contains case studies on 15 simulations. Provides
realistic descriptions of the ways in which many games have been developed. Emphasis on
design rather than use of simulation games.
Jones, K. (1997). Icebreakers: A
sourcebook of games, exercises, and simulations, 2nd ed. Houston: Gulf.
This sourcebook gives complete information to
conduct 66 short events. Makes firm distinctions among games, exercises, and simulations so participants
have guidelines concerning their roles in these events.
Jones, K. (1987). Simulations: A
handbook for teachers and trainers. London: Kogan Page Ltd. and by Nichols Publishing.
This clearly-written book contains sections on
what is a simulation, design, selection of simulations, use of simulations, evaluation of simulations.
Pfeiffer, J. W. & Jones, J. E. eds.
Handbook of structured experiences for human relations Training, 7 Volumes. La Jolla, CA:
Over 100 excellent educational exercises, some of
which are suitable for sociology. Includes details on use of each exercise.
Raser, J. R. (1969). Simulation
and society: An exploration of scientific gaming. Boston: Allyn and Bacon.
First general introduction to the field of
simulation and games. The work deals well with theoretical aspects, but it contains little information on
Stadsklev, R. (1979). Handbook of
simulation gaming in social education. Tuskaloosa, AL: University of Alabama, Institute of Higher Education
Research and Services.
An excellent, non-threatening introduction to the
use of gamed simulations in the social studies classroom.
Suits, B. (1978). The grasshopper: Games,
life and utopia. Toronto: University of Toronto Press.
Written by a philosopher, this book aims to
clarify the meaning of games and their cultural context. Its central character is the grasshopper
from Aesop's fable ("The Grasshopper and the Ant") who uses the Socratic method to argue
Suits' main points. A sequel appears as, "Games and Utopia: Posthumous Reflections."
& Games 15 (1984):5-24.
Thiagarajan, S. (1996). Simulation
games by Thiagi,
5th ed. Bloomington, IN: Workshops by Thiagi.
Twenty-five short exercises with relevance for
sociology from the master trainer. For each exercise, the book contains rules, instructions
for facilitators, materials that can be photocopied, and thirty debriefing questions. Of particular
interest are BARNGA-2, a game about culture and ethnocentrism, six diversity simulations that
celebrate differences. Also, seven cash games are presented. In a cash game, the facilitator pays
cash to winners. This mechanism appeals to facilitators who believe that an exercise should
have real world consequences. Highly recommended.
Thiagarajan, S. (1996). Framegames by
ed. Bloomington, IN: Workshops by Thiagi.
Contains over a dozen frame games. Each frame
provides a game structure onto which content is loaded, so these exercises can be
adapted to many different kinds of course material in sociology. Included are a generic board game,
exercises in team development, teaching factual information, and others. Chapter 13, Game
Conductor's Toolkit gives advice on secrets of effective game facilitators, changing a game "on the
fly," and handling disruptive participants. Highly recommended for facilitators who want to tinker
Ware, M. E. & Johnson, D. E. eds. (1996).
Handbook of demonstrations and activities in the teaching of psychology (3 Volumes). Mahwah, NJ:
Lawrence Erlbaum Associates.
Volume 3 contains nine sections about using
simulations in teaching psychology. Three of these pertain to sociology courses on deviance,
mental illness, and mental hospitals.