Among specialists, the two largest groups are the game industry and the academic world. A universal language to allow flawless communication is unlikely, observes Magee (2006), because of the many different perspectives and terms used. This confusion delays the adoption of simulation-based educational material.
The post-modern perspectives on knowledge do not the fit the existing framework well on how learning occurs in simulations. For example, the belief in an objective reality prevalent in the domain of computing science stands in stark contrast to the post-modern perspectives of ambiguous and chaotic virtual environments. Similarly, views about instructional design differ.
Magee, M. 2006. State of Field Review: Simulation in Education (Final Report, 12 May 2006). Calgary AB: Alberta Online Learning Consortium. Electronically retrieved 19 October 2011 from: http://www.ccl-cca.ca/pdfs/StateOfField/SFRSimulationinEducationJul06REV.pdf