Simulation Models in Education (original) (raw)
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Preliminary survey of educational simulations towards educational context
2016
In accordance with the rapid technological emergence, new educational methods have been implemented such as simulations, educational games (serious game), virtual reality, intelligent tutoring systems, flipped and blended learning, telepresence, cloud computing and so forth. These new era of learning tools are most beneficial to educational process especially in teaching and learning process, class management, teaching practice, personal and specific skills development, administration and others. Educational simulations are one of the most debatable, yet still have brought major impacts towards educational field.The main objective is to study on the implementation of mostly applied educational simulations specifically in higher education and teaching practice.The considerations are on the characteristics, strengths and drawbacks along with special features of each. Findings indicate that educational simulations are worth to be integrated; leading to positive effect on motivation, ea...
The Design and Use of Simulation Computer Games in Education
2007
Models and simulations have become part and parcel of advanced learning environments, performance technologies and knowledge management systems.This book series will address the nature and types of models and simulations from multiple perspectives and in a variety of contexts in order to provide a foundation for their effective integration into teaching and learning. While much has been written about models and simulations, little has been written about the underlying instructional design principles and the varieties of ways for effective use of models and simulations in learning and instruction. This book series will provide a practical guide for designing and using models and simulations to support learning and to enhance performance and it will provide a comprehensive framework for conducting research on educational uses of models and simulations. A unifying thread of this series is a view of models and simulations as learning and instructional objects. Conceptual and mathematical models and their uses will be described. Examples of different types of simulations, including discrete event and continuous process simulations, will be elaborated in various contexts. A rationale and methodology for the design of interactive models and simulations will be presented, along with a variety of uses ranging from assessment tools to simulation games. The key role of models and simulations in knowledge construction and representation will be described, and a rationale and strategy for their integration into knowledge management and performance support systems will provided. Audience The primary audience for this book series will be educators, developers and researchers involved in the design, implementation, use and evaluation of models and simulations to support learning and instruction. Instructors and students in
2009
In this paper we analyze several cases related to three different Spanish universities that make use of the World Wide Web to teach simulation courses online. These universities are the Open University of Catalonia, the University of Lleida and the Public University of Navarre. At these three universities different infrastructures, tools and learning models are employed to deliver simulation education online. All together, they represent a good example of how information technologies can be used in today's higher-education systems and, in particular, in the area of simulation education. In the paper, several course designs are covered and main difficulties associated with these online courses are highlighted and discussed. Intensive use of computer simulation software, collaborative e-learning practices and professional-oriented approaches are proposed as methodological policies to increase students' motivation for simulation topics. 299 978-1-4244-5771-7/09/$26.00 ©2009 IEEE
Perspektivy nauki i obrazovania – Perspectives of Science and Education, 2021
The problem and the aim of the study. The increased use of digital technologies in higher education has lately been accelerated by the COVID-19 pandemic, thus creating a number of challenges related to the implementation of distance e-learning. The duration of the epidemic situation and the limitations related to the organization of in-person education reveal the simulation training as the main opportunity for the implementation of any practical training of the students in the methodological disciplines in their university preparation as future teachers. The aim of the study is to survey the possibilities of developing the modeling competence of students concerning the simulation of practical training in computer-based distance learning. Research methods. Within the framework of the research, which is oriented at establishing the levels of structure defining competencies (the reflective multisensory competency; the creative competency; the symbolic competency of sign and symbol nature) were measured systematically through goal-oriented observation during practice seminars in the disciplines taught to students. Since both disciplines are practically oriented and suggest the instruction of teaching methods, they entail the design of didactic situations in pre-school and of lessons in primary school education, which facilitates the registering of the levels of structure defining competences, including the competence for cognitive modelling, preeminently formed in the conditions of simulative distance education in electronic environment. The subjects participating in the research are 158 Bachelor's students trained in the professional field Education Science. Results. A low level of the skills for the application of cognitive modelling in the activities students conduct in relation to the design of pedagogical situation and lessons as an element in their practical experience and preparation in the realization of such situations in rela school conditions. The pilot study diagnoses a low level of student achievements in over 65% of the subjects as regards the academic disciplines the study concerns in terms of basic modelling skills. By contrast, in the course of the simulative education a growth of 45% has been established in the concluding study. The intersections and correlations between the level of development of the specific competences and the simulative education have also been established. Statistically verifiable differences (p=<0.05) were established between the pilot and the concluding studies in view of the reflective and creative competency. The symbolizing competency, however, requires further efforts. Conclusion. The results draw the attention to the necessity to look for opportunities to guarantee the creation of the models, in the context of simulative education, with three basic emphases: state (value, role and function in the specific context, phase of development of the pedagogical situation and/or lesson), structure (position of the model in relation to the other models/objects and of its own components – the components of the pedagogical situations and lesson projects) and evolution (opportunities for the design of pedagogical situations and/or lessons after reflection based on simulations).
RELEVANCE OF COMPUTER SIMULATION ON CLASSROOM TEACHING
This paper examines the relevance of computer simulation on classroom teaching. It identified the concept of computer simulation, educational simulations, bringing realworld learning to the classroom situation, examples of where computer simulation can be used. This study established the fact that computer simulation facilitates students learning compared with traditional method of teaching. It was recommended that the teachers should use computer simulations to supplement, not replace, other instructional modes. It should be used in conjunction with hands-on labs and activities that also address the concepts targeted by the simulation. Also, computer simulations should be students centered and not teachers centered.
Integration of web based environment for learning discrete simulation in e-learning system
Simulation Modelling Practice and Theory, 2012
This paper proposes a new web-based environment for learning discrete simulation. FON-WebGPSS is an application that provides a web-based interface for creating, storing and executing discrete system simulation models in the GPSS language. The primary goal of the paper is to improve the process of learning simulation by integration of the FON-WebGPSS in the existing e-learning system, Moodle. Evaluation of the developed integrated solution for learning simulation has been performed within an undergraduate course, Simulation and simulation languages, at the Faculty of Organizational Sciences, University of Belgrade on a testing sample of 208 students divided into an experimental and a control groups. The research results show that students achieve better results on the final test when using the FONWebGPSS application integrated into the e-learning system in comparison with the standard desktop version of the GPSS.
Human Resource Development Quarterly, 2004
Clark Aldrich, the innovative team leader of an international group that created SimuLearn' s Virtual Leader, the first computer game for leadership development, has written a book that will revolutionize e-learning in both education and industry. The technique of e-learning discussed in this book-simulations-should be of great interest to human resource development (HRD) professionals and leaders who care about learning. Simulations and the Future of Learning: An Innovative and Perhaps Revolutionary Approach to E-Learning is interesting, well written, witty, and thought provoking. It is a visionary and compelling book. The simulation technique of e-learning is presented in a creative story format. The story' s "plot" follows the idea that simulations allow training to take place under a "realistic" yet controlled and safe environment. For example, expensive and potentially dangerous military decisions are made and implemented virtually before real action is taken. The simulation approach described by Aldrich promotes action learning, because the learner is directly involved. In addition, the learner is in direct control of his or her learning. Using the simulation technique, the learner is able to experience and enjoy the learning process. "Simulations are coming of age. And this book shows you why and how to look at and understand simulations to help you become an effective consumer, deployer, user, or producer" (Aldrich, 2003, p. 9).
The Impact of Computer Simulations on the Teaching and Learning of
2012
The following terminology has been used in this study and is presented alphabetically: Computer Simulation: The computer-generated virtual reality of a three-dimensional image or environment that can be interacted within a seemingly real or physical way by using special electronic equipment. Computer: Electronic machine, operated under the control of instructions stored in its own memory that can accept data (input), manipulate data according to specified rules (process), produce results (output) and store the results for future use. Curriculum Implementer/ subject facilitator: Refers to the South African Department of Education official who supervises in our case the Physical Science programme of study and helps the teachers to understand their common objectives and assists them to plan to achieve the objectives. Curriculum: A combination of the learning outcomes, pedagogy, and content that students are to address. Dinaledi Schools: Schools identified by the South African Department of Education countrywide to excel in Mathematics and Science. These schools are supported by the department and the private sector to increase the number of learners passing high-level Mathematics and Science in Grade 12 and to encourage successful matriculants to pursue further studies in technical disciplines like engineering in tertiary institutions. Experience: Is defined in terms of a teachers' number of years of teaching. That is the number of years the teacher has taught Physical Science in a secondary school. ICT (Information & Communications Technology): Refers generally to computer technologies which include other technologies used for the collection, storage, manipulation and communication of information.
Simulation as an education tool
Western-style scientific methods put a lot of emphasis on the comprehension and theoretical explanation of phenomena, that is, on the accurate modelling of factors that govern system operations. There are a great number of phenomena which are difficult even for well-equipped specialists to observe directly. Our paper, on the one hand, will present the role of informatics in these fields; on the other hand, we will offer a possible methodological structure that can be used both in the classes of informatics (programming) and in the education of the specific field.