Simulations provide some representation of a real performance. They are usually used for providing practice in applying new knowledge and skill, and may also be useful as a test.
There are four main classes of simulation:
- Situational, the learner takes a part in a process: for example, the learner enters information into a simulated computer system.
- Procedural, the learner is presented with a problem and must take some action to solve it. For example, a learner is given an example of a fire hazard and must take the appropriate action.
- Physical, a computer simulates some event on screen. These are mainly used in scientific education.
- Process, a computer holds a model of a process and the learner can see how different inputs affect the output. For example, a learner makes management decisions and explores how this affects a business.
In this example of a process simulation, students of thermodynamics can enter different pressure and temperature conditions and the program calculates thermal efficiencies.
What are the advantages of a good simulation?
A simulation provides a way of allowing someone to practice something that would otherwise be impossible. The real performance may be dangerous or it may take too long.
Simulations can simplify otherwise complex processes or events. It is not necessary for a simulation to be totally faithful to real-life for it to be useful: in fact low fidelity simulations are usually more effective at helping inexperienced people to learn. This is because high fidelity introduces too much information for a learner to cope with. This implies that when designing a simulation you must think about how it is going to be used. If it is to test mastery of a performance the fidelity will probably need to be much higher.
Simulations usually provide a great deal of motivation. They are learning by doing and people can see the relevance to the real performance.
Designing simulations
The underlying model
The major issue to resolve before starting design is about the underlying model. This is usually some mathematical or logical representation of real-life, and can be difficult to develop.
Controlling the simulation
How will the simulation be presented, for example:
- How will the learner make choices?
- Will they be expected to manipulate objects?
Giving feedback
A key issue is about what sort of feedback they will receive:
- Natural feedback is the sort of feedback they would receive in real-life
- Artificial feedback is the feedback that the training model gives them.
There will probably need to be a mixture of both types; ideally with the artificial feedback being replaced by real feedback as the learner's performance improves.
Aren't simulations are very complicated?
Simulations do not have to be large and sophisticated.
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(C) Bryan Hopkins, 2005