The use of games and simulations raises many questions about their use, the role of the teacher, the time and space required, which games are appropriate, evaluation procedures, and the benefits and drawbacks of using games. Little research is available on evaluating games and simulations and how teachers can be assisted in making their own games and simulations. a. Develop suggestions for creating new games and simulations for future pedagogical uses that emerge almost naturally from the study and use of existing ones. b. Present an outline of how to evaluate and design games and simulations in the populations of business, finance, and economics.