Simulation-based learning is a constructivist learning model that provides learners with the experience of working on an usually simplified simulated world or system. This approach, widely adopted in military and aviation to maximize training safety and minimize risk, is today used extensively, especially in the medical education. (Learning Theories Wiki)
How to distinguish simulation from a simple exercise?
- Simulation contains more complexity - applies multiple skill
- Simulation contains more authenticity - is as close as possible to real world
Case Study
Presentation in a narrative form of an event that actually happened. The purpose of case studies is to develop skills of critical analysis and decision making. A case study has a specific time frame of reference and a specific sequence of events and suggests questions such as "what if?" or "what should be done?"Some case studies include exercises at decision points for practice.
Role Play
Training technique in which people assume a role in a situation or scenario: for example, a seller and a customer. The way in which the role is played is then discussed and the trainer provides feedback to the participants. The role play is often repeated using a different approach or incorporating changes based on the feedback received.
Guided discussion
Learning experience in which learners under the guidance of an instructor participate in an interactive process of sharing information and ideas related to achievement of an instructional goal.
Games and instructional simulations
As stated by Quinn (2015) the difference between a simulation and a game is pretty straightforward. A simulation is just a model of the world, and it can be in any legal state and be taken to any other. A self-motivated and effective self-learner can use that to discover what they need to know. But for specific learning purposes, we put that simulation into an initial state, and ask the learner to take it to a goal state, and we’ve chosen those so that they can’t do it until they understand the relationships we want them to understand. That’s what could be called a scenario, and we typically wrap a story around it to motivate the goal. We can tune that into a game. Yes, we turn it into a game, but by tuning (but tuning it to enhance motivation and engagement).
And that’s the important point about engagement. We can’t call it game; only our players can tell us whether it’s a game or not. To achieve that goal, we have to understand what motivates our learners, what they care about, and figure out how to integrate that into the learning. It’s not about designing a learning event, but designing a learning experience. And, by studying how games achieve that, we can learn how to take our learning from mundane to meaningful. Whether or not we have the resources and desire to build actual games, we can learn valuable lessons to apply to any of our learning design. It’s the emotional element most ID leaves behind. (C. Quinn, Learnlets, 28 April 2015,
)Further readings about games and simulations
Serious Games between simulation and game. A proposal of taxonomy by Brunella Botte, Claudia Matera, Marta Sponsiello in Journal of e-Learning and Knowledge Society (2009).
http://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/315/297
Activity 2
What additional skills are needed for simulation design? When creating simulations, what would be the difference in the roles of subject matter experts (SME), instructional designers (ID) and simulation designers? Discuss using the comment box below.
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