Simulation: Learning Domains
The table below, adapted from Clark (1999) illustrates the learning domains addressed by instructional simulations based on Bloom’s taxonomy. Instructional simulations bridge the transition from passive to active learning and from lower level behaviours to higher level behaviours, requiring complex analysis.
Participants involved in simulated learning often experience the feelings (affective) associated with the scenarios they are faced with. A simulated experience (much like a role-play scenario) can take various directions depending on the actions and reactions of the learners interacting with the process, therefore requiring learners to apply thier cognitive skills in a particular situation. Simulations require action from the learner, requiring psychomotor interactivity.
Participants involved in simulated learning often experience the feelings (affective) associated with the scenarios they are faced with. A simulated experience (much like a role-play scenario) can take various directions depending on the actions and reactions of the learners interacting with the process, therefore requiring learners to apply thier cognitive skills in a particular situation. Simulations require action from the learner, requiring psychomotor interactivity.