Simulation: Key Features
According to McAteer, (1991) p. 19, the key features of instructional simulations are:
• They accelerate the learning process while reducing costs.
• They serve as frameworks for testing innovation.
• They act as mechanisms for reducing risk.
• They create powerful linkages between the decision making process and critical business results.
If a learner selects one plan of action that is not considered correct, traditional feedback methods simply indicate that the learner is incorrect and perhaps provide guidance for discovery of the correct answer. Instructional simulations allow the learner to select the incorrect plan of action and follow through with responses geared to naturally show why the plan of action was incorrect. By choosing the incorrect plan of action and, ultimately, failing to reach the desired outcome, the learner internalizes the information, the process, and the consequences to correct and incorrect actions. The brief simulation scenario described above fits the precondition for use of instructional simulation as noted in Reigeluth et al. (2009, p. 169, 172), that it is used in the training of integrated skills that consist of multiple complex actions in a fluid sequence and changing circumstances.
To truly be considered instructional simulations, Reigeluth et al. (2009, p. 171) state that simulations must include:
1. One or more dynamic models of physical or conceptual systems…
2. That engage the learner in interactions with the models that result in state changes…
3. According to a nonlinear logic…
4. With supplementation by one or more designed augmenting instructions functions…
5. Employed in the pursuit of one or more instructional goals.
In addition, Atkinson & Wilson, 1969, established three general criteria which apply to the design of instructional simulations (as cited in Reigeluth, et al., 2009, p. 172) which are:
(a) adaptivity (the simulation’s ability to modify qualities of the experience based on learner actions);
(b) generativity (the simulation’s ability to generate portions of instructional artifact at time of use);
(c) scalability (the simulation’s ability to produce experiences in greater quantity without increases in cost).
While the initial investment of instructional simulations can be quite high, they are scalable at minimum additional cost and serve as a barrier to costly mistakes in the future -- learning without negative consequence.
• They accelerate the learning process while reducing costs.
• They serve as frameworks for testing innovation.
• They act as mechanisms for reducing risk.
• They create powerful linkages between the decision making process and critical business results.
If a learner selects one plan of action that is not considered correct, traditional feedback methods simply indicate that the learner is incorrect and perhaps provide guidance for discovery of the correct answer. Instructional simulations allow the learner to select the incorrect plan of action and follow through with responses geared to naturally show why the plan of action was incorrect. By choosing the incorrect plan of action and, ultimately, failing to reach the desired outcome, the learner internalizes the information, the process, and the consequences to correct and incorrect actions. The brief simulation scenario described above fits the precondition for use of instructional simulation as noted in Reigeluth et al. (2009, p. 169, 172), that it is used in the training of integrated skills that consist of multiple complex actions in a fluid sequence and changing circumstances.
To truly be considered instructional simulations, Reigeluth et al. (2009, p. 171) state that simulations must include:
1. One or more dynamic models of physical or conceptual systems…
2. That engage the learner in interactions with the models that result in state changes…
3. According to a nonlinear logic…
4. With supplementation by one or more designed augmenting instructions functions…
5. Employed in the pursuit of one or more instructional goals.
In addition, Atkinson & Wilson, 1969, established three general criteria which apply to the design of instructional simulations (as cited in Reigeluth, et al., 2009, p. 172) which are:
(a) adaptivity (the simulation’s ability to modify qualities of the experience based on learner actions);
(b) generativity (the simulation’s ability to generate portions of instructional artifact at time of use);
(c) scalability (the simulation’s ability to produce experiences in greater quantity without increases in cost).
While the initial investment of instructional simulations can be quite high, they are scalable at minimum additional cost and serve as a barrier to costly mistakes in the future -- learning without negative consequence.