Simulation in Teaching and Training

Simulation in Teaching and Training

Alke Martens (University of Rostock, Germany)
Copyright: © 2008 |Pages: 7
DOI: 10.4018/978-1-59904-881-9.ch119
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Simulation has always been about learning. For being able to simulate something, a model of a system must be developed. Thus, the perspective of teaching and training with modeling and simulation is necessarily twofold. Sometimes the model builders are the primary learners. They learn by constructing models of scratch, and by changing model parameters. Sometimes the users of the simulation models are the target learners. They learn by interacting with a simulation. Sometimes, the learners are not aware that they interact with a simulation.

Key Terms in this Chapter

Demonstrative Simulation: The demonstrative simulation is close to a representation of a situation, environment, behavior, or persona. It usually lacks a temporal dimension. The learner’s interaction with a teaching and training system is based on demonstrative simulation influences, neither the progress of the simulation nor the underlying models. No simulation in the sense of executing an experiment with a model of a system exists in the demonstrative simulation.

Character Simulation: A character simulation is based on the model of a virtual persona, a pedagogical agent, an avatar, or the like. Underlying models comprise, for example, behavior models, knowledge model, cognitive models, motor models, and emotional models. A character simulation can be part of an interactive modeling and simulation system.

Simulation: Interactive modeling and simulation comprise every kind of simulation where in the process of training the learner somehow interacts with a modeled and simulated system. The learner can either be aware of his/her interaction with the model(s) (see interactive modelin g) or not (see interactive simulation ). Interactive modeling and simulation systems provide for close to real-life teaching and training, it enables hands-on training in domains where otherwise interactive training would not be possible. Beyond classical e-learning, time and temporal aspects usually play a role in interactive modeling and simulation.

Interactive Simulation: The learner acts and interacts with a simulation. The learner is neither aware of his/her influence on underlying models, nor can the learner access the models directly. The learner behavior steers the development and progress of the simulation.

Interactive Modeling: The learner interacts directly with the models. The learner can change parameters or attributes of predesigned models, or the learner has to develop models of scratch. The learner uses the simulation to observe and test the model’s behavior. By simulating the models, the learner can gain insight and knowledge about the importance and role of parameters, attributes, and model behavior.

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