Not only does the Sims (one of the Urban Simulations that chapter 3 references) allow children to explore technology, but it allows them to really consider cause and effect. This is my favorite part of chapter three because I believe the Sims game allows children to see the result of their actions. They can see what socialization can look like between the sims, city planning, and resource allocation. These are really valuable lessons that this technology allows them to explore. Also, they never could consider city planning and resource allocation because they are limited by age- this game allows them to deal with things that once were out of their range of consideration.
All simulations allow children to really explore content otherwise unavailable to them. That is what makes "simulation" effective in the classroom: It allows children to explore things that are not available to them in their everyday lives.
These types of games, along with the quiz games also discussed, really do encourage active learning. You cannot be passive, and will not want to be, when you are in charge of your own city. The Gee principals (2003) were very descriptive of the benefits of computer gaming. My favorite was the "psychosocial moratorium" principal. It refers to taking risks in an environment where real-world consequences are lowered. That could be potentially dangerous for kids who do not realize that life does not have an "undo" button. Otherwise it is completely true! Children can take risks and see the effects of their choices.
So long as children play games that do not encourage competition, they will be on the right track.
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