Simulations and serious games are often considered to be efficient for professionals training. Experiential learning makes simulation a good pedagogical tool for educating working professionals. But the success of game based delivery depends on various factors such as the right blend of simulation and traditional theoretical lessons, concept and content of the simulation, link between the simulation and professional activities etc. Paper proposes a simple model representing links of the simulation with other relevant elements of professional training. The model has been tested in the specific case of project management education where the authors offered training to professionals having experience of 5 to 25 years. The qualitative responses of participants were processed using Analytic Hierarchy Process (AHP) and the findings are presented in the paper. The study reveals that concept based learning need to be complemented with application based simulation software and identified three significant characteristics of simulation game, which are referred as 3R’s (i.e. Reality, Relevance & Reliability) of simulation based pedagogical practice that trainers have to focus on while designing and delivering serious games.
Djaouti, Damien, Julian Alvarez, Jean-Pierre Jessel, and Olivier Rampnoux. "Origins of serious games." In Serious Games and Edutainment Applications, pp. 25-43. Springer London, 2011.