Digital learning simulations are seen to have been growing at a significant rate. It is estimated that their deployment in the United States is expected to grow by 23% between 2013 and 2017, for example (Molnar and Cavanaugh 2013). Several reasons have been cited for this growth, one of them is the popularity of computer and video games (Colvin Clark and Mayer 2011) and the growth of mobile technologies (Molnar and Cavanaugh 2013).

There are several definitions for the term simulation, but the most appropriate seem to be,’a model of a real world system’ (Colvin Clark and Mayer 2011) and ‘the imitation of the operation of a real-world process or system over time’ (Wikipedia 2016). A key characteristic of simulations is that they can be ‘...used to show the eventual effects of alternative conditions and courses of action (Wikipedia 2016). In an aircraft flight simulation, for example, if the learner puts the aircraft into a steep climb, an eventual effect is that the aeroplane will enter a steep climb and crash. Simulations can be said to fit into this week’s content in that they can enable learners to ‘...engage with knowledge in multiple ways’ and making ‘knowledge representations supported and enhanced today by digital production skills and technologies’ (Coursera 2016) instead of through traditional literacies.

Simulations are said to provide several benefits. These include ‘engagement’, ‘allowing students to test hypotheses and actions’ (JISC 2016) and facilitati the effective teaching of high risk activities such as surgery in safe environment (Colvin Clark and Mayer 2011). Simulations are also sometimes seen as fitting the learning styles of the millennial generation (ibid.) The video below summarises these and further affordances of digital simulations.

Nevertheless, there are some significant caveats with the simulations in learning. First of all, from my own teaching experience, some learners may struggle to see the relevance of simulations with what they are required to learn. It is for this reason that this link needs to be made clear. In addition, when the behaviours required to do well in a simulation do not reflect the required learning outcomes the result can be highly disappointing (Colvin Clark and Mayer 2011). A further obstacle is  institutions’ lack of skills in developing or incorporating simulations (JISC 2016) which may result in them acquiring ‘off the shelf’ products that are not properly aligned to desired learning outcomes.

Simulations were widely used at first in professional learning, usually in scenarios where the consequences of mistakes are potentially grave such as the military, flying and medical care (Colvin Clark and Mayer 2011). An example of this is The St George’s Advanced Patient Simulator. Simulations also began to be used in Higher Education especially in STEM and Business subjects. An example of this is the SimVenture business simulation. (JISC 2016). K12/secondary education has been somewhat slower to adopt simulations (Molnar and Cavanagh 2013) but they are increasingly being used in STEM and social science subjects (Wikipedia 2016). Some excellent examples of these can be seen on the Active History website.

References

Colvin Clark, R. and Mayer R. (2011) E-Learning and the Science of Instruction. New York. John Wiley.

Unknown Simulation in Wikipedia. Available at https://en.wikipedia.org/wiki/Simulation [Accessed Sep.4, 2016]

Unknown (Jan. 2016) Gaming, Simulations and Virtual Reality in JISC Guide. Available at https://www.jisc.ac.uk/guides/technology-and-tools-for-online-learning/gaming-simulations-and-virtual-reality [Accessed Sep.4, 2016]

Molnar, M. and Cavanagh S. (Sep. 2013) Consumer Demand for Digital Learning Games, Simulations Growing Worldwide in Education Week. Available at http://www.edweek.org/ew/articles/2013/09/18/04games.h33.html?_ga=1.258990659.874456852.1472725522 [Accessed Sep.4, 2016]

Coursera (2016) E-Learning Ecologies. Available at https://www.coursera.org/learn/elearning/home/welcome [Accessed Sep. 4, 2016]