Instructional Simulations

• Published in: International Guide to Student Achievement pp. 389 - 391
• Main Authors: Vogel-Walcutt, Jennifer J., Malone, Naomi, Schatz, Sae
• Format: Book Chapter
• Language: English
• Published: Routledge 2013
• Edition: 1
• Subjects: Metacognitive Knowledge; Juvenile Delinquency; International Large Scale Assessment Studies; Postsecondary Education; MARTIN; Professional Development; Extracurricular; Vice Versa; Disengaged; Instructional Simulations; Heterogeneous Ability Grouping; Multiple Goals Perspective; Grade Point Average; Student Engagement; Chronic; Virtual Labs; Interactive Spreadsheets; Random Assignment; GPA; Social Emotional Learning; Single Subject Design; Performance Approach Goals; School Connectedness; Online Learning Management Systems
• ISBN: 9780415878982; 0415878985; 0415879019; 9780415879019
• DOI: 10.4324/9780203850398-128

Simulations are tools that, when used for instruction, allow learners to practice in a repeatable, focused environment (Aldrich, 2004). Instructional computer-based simulations employ a systematic instructional methodology (e.g., scenario-based training) and accurately represent a problem-solving domain (Oser, Cannon-Bowers, Dwyer, & Miller, 1997). This combination enables learners to practice integration of their skills and to perform under realistic conditions, such as environmental distractions, stress, and time pressure (Beaubien & Baker, 2004). Simulations can be utilized across multiple learning domains, from STEM-focused education to arts and humanities; and for a variety of purposes, such as problem solving or studying phenomena not visible to the human eye (Reigeluth & Schwartz, 1989). Additionally, extensive literature exists examining the use of simulations for education, investigating most levels of instruction (from elementary to adult) and spanning many different instructional strategies (West, Snellen, Tong, & Murray, 1991).