Simulation rhetoric and activity theory The fact that simulations are based on virtual facts indicates that a simulation itself is a rhetorical act or mechanism that is created to influence how others think, believe, behave, and act. As Vee (2010) posited, unlike rhetoric in textual writing practices, simulations translate rhetorical ideas into a dynamic process or framework that is designed to make meaning through interactive texts. Roundtree (2014) also maintained, “Rhetoric factors in both products and processes of simulations” (p. 9). As rhetorical products, simulations provide virtual evidence and experience that cannot be easily obtained or verified through direct interactions and observations; on the other hand, the process to create, use, and perceive simulations “constructs compelling arguments that help bring phenomenon before our eyes and to our senses” (p. 91). Because of the argumentative nature, many simulations are designed to form or change beliefs, regulations, and policies, with the intention of assisting policy makers to make better judgments and decisions (Thorngate & Tavakoli, …show more content…
2). Simulation rhetoric focuses on the process or procedural actions that come together to establish a context, and utilizes the shaping power of context to integrate abstract principles into specific interactive practices among participants. This interactive context creates a sense of community among learners, and motivates them to be socially engaged with others in a deeply situated context. As Sisk (1995) maintained, this social role taken on by students can benefit learners by directing learning responsibilities to students, and stimulating active response and involvement from