AN EXTENSION OF WOLFE'S STUDY OF SIMULATION GAME COMPLEXITY*

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Abstract
This study is an extension of recently reported research concerning the relationships between business simulation game complexity and student perceptions of “learning,”“monotony,” and “appropriateness of challenge.” A game of intermediate‐level complexity was used at two education levels. Findings from the current study are compared with findings from an earlier study's intermediate‐level complexity game. A number of questions with respect to the earlier findings are raised.

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