The Impact of Instructional Simulation Use on Teaching and Learning: A Case Study

Definition of Computer-Based Instructional Simulations

There are many types of simulations; in this chapter we focus on computer-based instructional simulations (CBIS). A CBIS is a computer program that allows learners to actively explore a domain by manipulating input variables of a model of the domain (de Jong, 1991; Lee, 1999). Other researchers further differentiate between simulations and educational or instructional simulations (Gibbons et al., 2009; Lee, 1999; Winer & Vázquez-Abad, 1981) because they do not deem that all simulations are instructional. Gibbons et al. (2009) stated that for a simulation to be considered instructional, it needs to have the following characteristics:

• 1.

  The simulation contains one or more dynamic models of physical or conceptual systems. (These might include cause effect systems, human performance models, or environmental models.)

• 2.

  The model engages the learner in interactions that result in model state changes. (In other words, the model reflects the effects of the users actions on the system.)

• 3.

  The model state changes occur according to a non-linear logic. (Simulations may be based on mathematical models, decision trees, or other appropriate means of expressing the model complexities.)

• 4.

  The model experience is supplemented by one or more designed augmenting instructional function. (For example, instruction either within or external to the simulation helps direct student activities, attention, and provide just in time information, etc.)

• 5.

  The simulation is employed in the pursuit of one or more instructional goals.

It is not requisite that the “augmenting instructional functions” be embedded into the simulation. A teacher, instructor, tutor, or other individual may serve these functions. Thus how the simulation is implemented becomes even more important if it is to have a positive effect on students’ learning.