REQ4 - A simulation game should facilitate the reflection about the learning subject: Some studies have shown that students who are encouraged to reflect on what they are doing, learn better both the declarative and procedural types of tasks [21]. Therefore, active reflection on experiences during activities carried out in a Software Engineering course (e.g. team project) promotes the acquisition of more meaningful and persistent learning [21].
In a simulation game, one example of an element with great potential for reflection support is the revisiting session, which is generally referred to as the debriefing sessions [22]. In this session, it is possible to analyze the decisions taken during the game, draw conclusions and make the connection with the reallife situation. Unfortunately, none of the assessed simulation games provided any guidance for carrying out the debriefing sessions. Another element that can promote partial reflection is the explanatory tool or a feedback mechanism, allowing individual performance assessment.