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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

Dramaturgical and communicative validities in the classroom: developing a simulation exercise for undergraduate social science classes