The authors of this article assert that debriefing has long been missing when doing simulations for learning. With the growing use of computer games and simulations debriefing is taking on more importance than in the past. The authors see debriefing as an essential activity if learning is to take place when using simulations. This is what separates a game from a learning activity. A comparison is made to real life, wherein learning takes place when an individual examines his or her actions in a particular situation so as to understand the event. What follows is the understanding of a general principle which applies to the case in question and to similar cases. The essence of meaning is formed by this accommodation of new information to tie parts to parts and to the whole. The role of the teacher is to ask the proper questions to ensure that students have properly processed the information. This casts teachers in the role of facilitators of learning or helpers rather than as experts or judges or evaluators. Teachers are to stimulate and encourage students to think rather than to just listen and pay attention.

Several models of debriefing are discussed but these are boiled down to four stages so as not to overwhelm the student or the teacher. The first stage consists of the actual computer simulation experience in which the student acquires the facts, followed by the making of inferences, then analysis and a comparison of the computer simulation to the real world. Finally, generalizations are made and conclusions are drawn.

A discussion of an actual computer simulation is made. This simulation is about a family that sets out on the Oregon Trail. The various problems and concerns that face the family are dealt with in the simulation. Different roles may be chosen: banker, farmer, or carpenter. Decisions must also be made on the way, what and how much to pack, whether to trade along the way, how to ford high rivers. Points are awarded when the family arrives in Oregon, depending on how well the journey was completed in relation to other travellers. At this stage a variety of debriefing formats can be used, such as group or individual debriefing. The availability of computers and other factors may help to determine what sort of debriefing may be used.

The first stage of debriefing would delve into basic facts learned and events that took place on the journey, such as how much money was spent, how long the journey took and what distance was travelled. The second stage would require that inferences be made about the events that took place. One question might be, why did the cost of supplies increase as the length of the journey increased? The third stage of debriefing would be application of the knowledge learned to the real world, such as comparing the Oregon Trail journey to a trip on today’s road system and what considerations would have to be made today before undertaking such a journey. The final stage would consist of generalizations and conclusions. Students should attempt to explain why people would leave their homes to undertake such an arduous and perilous journey to settle in a new area.

The teacher should summarize the purpose of the simulation (Robert H. Brady has some comments on the purpose of computer simulations in the classroom) and the major issues that were discussed. But debriefing is not the same as summarizing, nor is it the same as preparing for a test, neither of which consist of new learning, while debriefing is concerned with gathering insight and new meaning. The process of debriefing is important in the use of computer simulations if learning is to take place in the classroom.

There is not much I would like to add to this review other than to say that I agree with what has been written. Computer simulations can be wonderful tools but if debriefing does not take place then little learning is likely to take place. Just having information alone is not important; what you do with that information is the important concern. Of course this may be said about Social Studies in general regardless of whether the information garnered stems from a computer simulation or elsewhere. But if computer simulations are to be a useful learning tool then debriefing must take place.