摘要：Many simulations in higher education demonstrate a limited range of validity measures. Communicative and dramaturgical validities are often ignored in favour of normative validity. A case study of a week-long simulation with undergraduate social science students shows how knowledge combinations based on dramaturgical and communicative validities can initiate a research agenda for simulation development. in a dialectical relationship can be used to improve the development of simulations for the benefit of learning. Such dialectical relationships are drawn from experiential learning theory.
关键词：experiential learning theory;simulation development;social science;communicative validity;dramaturgical validity;meaning units
