Another id theory that could be useful in the design of educational games is a model presented by reigeluth and schwartz (1989) intended for designing instruction in educational simulations. this model provides a more specific approach to designing instruction. reigeluth and schwartz propose three phases of the learning process which educational simulations should activate. they are: (1) acquisition of basic knowledge, (2) application of knowledge to the full range of scenarios, and (3) assessment of what has