Two approaches to the process of guided discovery learning are compared for their impacts on concept understanding. One, referred to as design, emphasizes invention and draws on the simulation literature. The other, referred to as case analysis, focuses on discovery and draws on the case-based...

Druckman and Ebner carefully review an overwhelming number of studies which conclude that simulations (in all fields, not just negotiation) typically fail to live up to their promise. One quirk of the studies, however, drew their particular interest and inspired their own research: it seemed...

In previous work in this series, Ebner and Druckman have analyzed the widely assumed (but surprisingly unproven) benefits of role-plays, and concluded that students learn more from designing role-plays than from playing them out. Now, they take the logical next step — explicit assessment of...

Negotiation educators have long considered simulations a central classroom teaching method, with high expectations regarding the method’s suitability and efficacy for teaching. This paper presents a meta-review of the literature exploring the degree to which simulation delivers on these...