Transforming classrooms into tropical islands: simulation as a teaching tool

Abstract

This article builds on the more recent promotion of experiential, embodied learning as an effective strategy to engage students and help them understand, digest, process and apply course material. Simulation games, as I demonstrate, can provide such a learning environment. I firstly discuss the benefits of role-play in undergraduate classrooms and secondly present an example of a framing simulation game that is highly successful and popular. Lastly, discussing the design of framing games and the positive effects of role-play, I suggest that this pedagogic approach can, and should, be adapted to fit other contents.