Simulations

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Simulations
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Introduction

• Simulations learning through interacting with an
  underlying model
• Simulation games simulations that have the
  characteristics of a game (competition, rules,
  winning, and losing)

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Introduction

• Simulations are effective learning vehicles
  because
• They simplify or change reality to allow learning
  to take place effectively,
• They often add elements not in the real world
  that are designed to facilitate learning, and
• Learners are active.

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Introduction

• Simulations are expensive and time-consuming to
  build.
• Off-the-shelf simulations are usually less
  expensive, but usually do not address all the
  required learning goals.

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Types of Simulation

• About something simulations
• Physical
• Iterative (or process)
• How to do something simulations
• Procedural
• Situational

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Types of Simulation

• Limitations of such a classification system
• Benefits of having a classification system

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Physical Simulations

• A physical object or phenomenon is represented on
  the screen, giving the user an opportunity to
  learn about it.
• Examples
• Solar system
• Movement of light through prisms
• Internal combustion engine
• Circuit boards

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Physical Simulations

• Demonstration

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Iterative Simulations

• The learner repeats the simulation a number of
  times, varying one or more variables each time,
  in order to understand the underlying process.
  Sometimes called discovery learning.
• Examples
• Catlab laws of genetics
• Population concepts population growth
• Lemonade stand supply and demand

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Iterative Simulations

• Demonstration

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Procedural Simulations

• The goal is to teach the learner how to do a
  task.
• Examples
• Fly an airplane
• Perform a titration
• Diagnose equipment malfunctions

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Procedural Simulations

• Demonstration

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Situational Simulations

• Learners are encouraged to explore how different
  alternatives affect the attitudes and behaviors
  of people or organizations.
• Examples
• Tenure
• Capitalism
• Interactive Courtroom

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Situational Simulations

• These simulations are not common due to the
  complexity of human behavior and the difficulty
  of simulating it.

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Situational Simulations

• Demonstration

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Benefits of Simulations

• Control of attributes that make learning
  difficult
• Learning to fly
• The solar system

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Benefits of Simulations

• Safety
• Engine failure on take-off
• Nuclear power plant malfunctions
• Toxic chemicals

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Benefits of Simulations

• Rarity
• One-off equipment
• Rare diseases
• Few instructors

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Benefits of Simulations

• No other way
• Historic re-enactments
• Past events, such as the Great Depression
• Learning to fly the space shuttle or lunar lander

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Other Advantages

• Motivation
• Transfer of learning
• Efficiency
• Flexibility

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Simulations

• Activity 1
• Consider your work place.
• Describe an area that could benefit from a
  simulation for training.
• What type of simulation would it be?
• Briefly describe its attributes.
• Briefly describe its underlying model.

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Fidelity

• Fidelity is the degree to which a simulation
  mimics reality.
• Examples
• Airline simulator
• Microsoft Flight Simulator
• Part-task trainer

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Fidelity

• Fidelity affects both initial learning and
  transfer of training.
• The relationship between fidelity and learning is
  complex.

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Fidelity
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Implications for Design

• Four main areas related to design
• Underlying model
• Presentations
• User actions
• System feedback

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Underlying Model

• Physical simulations
• Number of objects
• Cause-effect relationships
• Time frame
• Other types of simulation have different issues
  see handout.

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Presentations

• Physical simulations
• Detail and realism of presentations
• Graphic vs. textual presentations
• Illusion of motion

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User actions

• Physical simulations
• User control vs. natural progression

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System feedback

• Physical simulations
• Mode of feedback
• Immediacy of feedback
• Availability of feedback

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Simulations

• Activity 2
• 1. View simulation.
• Use your comment sheet for Activity 2 to comment
  on the fidelity of each of the four areas.
• Discuss with your group.

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Simulations

• Activity 3
• 1. View simulation.
• Use your comment sheet for Activity 3 to comment
  on the fidelity of each of the four areas.
• Discuss with your group.

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Reviewing Existing Simulations

• This is difficult and time-consuming.
• Need to understand underlying model
• May be articulated
• Must be tested from several perspectives
• Presentations and interaction must be
  appropriate.
• Feedback must facilitate learning.

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Reviewing Existing Simulations

• Need to establish a sense of what learners must
  do.
• Goal of participation
• What constitutes success
• Time and time frame
• Individual or team
• Grading

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Reviewing Existing Simulations

• Need to be able to answer questions

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Simulations

• Activity 4
• 1. Use your comment sheet for Activity 4 to
  comment on the fidelity of each of the four areas
  of the topic you used in Activity 1.
• Discuss with your group.

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Software

• Tools for building simulations
• Modelling
• Stella, Vensim, Powersim, etc.
• Spreadsheets
• Authoring
• Authorware, Flash, programming languages

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Question Time