Interfaces for instructional use of simulations

Hoog, Robert de; Jong, Ton de; Vries, Frits de

doi:10.1016/0167-9287(91)80007-k

Cited by 11 publications

(1 citation statement)

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“…La razón para esforzarse por conseguir un alto nivel de fidelidad es que una alta fidelidad aumenta la motivación en los aprendices (de Hoog, de Jong y de Vries, 1991). Otra razón es que la alta fidelidad, por ejemplo, en la forma de las animaciones, refuerza los procesos de visualización y el entendimiento de los aprendices (Rieber, 1991).…”

Section: Características De Las Simulacionesunclassified

Propuesta de arquitectura para incluir a las simulaciones en los sistemas de E-learning: una extensión al modelo SCORM

Alfaro¹

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According to new educational approaches, teaching models should implement instructional materials that allow the student to take a more active role allowing them to form "learning by doing." Educational simulations are a great example of this type of instructional material Teaching methods have evolved through these new educational approaches and also in response to the emergence of new technologies applicable to education. Elearning is a technology that reflects the evolution of computer-assisted teaching and has experienced strong growth in recent years.The most common meaning of e-learning is "learning through the Internet." The main motor of an e-learning system is the Learning Management System (LMS), which, among other things, is responsible for the distribution and management of access to learning content.Since the rise of e-learning has been of great interest the development and promotion of standards towards more interoperability between systems. Currently SCORM can be considered the most widely used standard for distributing and sharing learning resources in e-learning systems.The introduction of simulations in e-learning would be a great progress in the field of education, enabling the application of computing-assisted teaching methods within previously unimaginable context. However, when considering this type of complex content, it has resulted in new requirements for e-learning systems, which have not been fulfilled by SCORM.Existing approaches for integrating simulations with SCORM have met with limited success, since a simulation is perceived as a "black box" for a SCORM compliant LMS. This background has prompted interest in developing a proposal to give solution to the problem identified, for which we propose a software architecture that provides mechanisms to integrate different types of simulations in e-learning systems in a SCORM compliant-manner, and without the drawbacks of previous approaches.

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Section: Características De Las Simulacionesunclassified

Propuesta de arquitectura para incluir a las simulaciones en los sistemas de E-learning: una extensión al modelo SCORM

Alfaro¹

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Exploratory learning with a computer simulation for control theory: Learning processes and instructional support

1993

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Computer simulations create a context that is well fitted for exploratory or discovery learning. The aim of the present two studies was to gain deeper insight into what constitutes exploratory learning and to assess the effects of a number of instructional support measures. The domain involved was control theory at the university level. In the first study we made an inventory of exploratory learning processes by observing 17 students working with a computer simulation and analyzing students' thinking‐aloud protocols. Subjects received a structured assignment with hints as an instructional support measure. In the second study, 91 students received an open‐ended assignment with instructional support that consisted of an information sheet and a set of fill‐in forms. On both sheets and forms, six cells were presented. A cell was given for each of the following six learning processes: identifying variables and parameters, generating hypotheses, designing an experiment, predicting, interpreting data, and drawing of conclusions. Information sheets were either of a domain specific or of a general nature. The set of fill‐in forms were either free or had the cell HYPOTHESIS already filled in. The statements of the students on the fill‐in forms were analyzed in a stepwise order. Twenty‐two detailed learning processes were identified and classified. Two of the main classes of processes are transformative and regulative. Both studies showed that students were reluctant to apply learning processes that are considered characteristic for exploratory learning. Furthermore, students had problems with the exploratory learning processes, especially with the processes of generating hypotheses, interpreting data, and drawing conclusions. Effects of the instructional support measures were not conclusive. Hints did not result in significant improvements of the study process. Supporting learning processes with information sheets appeared to help students in performing learning processes, but no different effects of domain specific and general information could be found. Students who were provided with hypotheses showed a higher global activity level and higher scores in domain correctness of their learning processes.

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Trends and Techniques in Computer-Based Educational Simulations: Applications to MBL Design

Collis

Stanchev

1996

Microcomputer–Based Labs: Educational Research and Standards

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Interfaces for instructional use of simulations

Cited by 11 publications

References 25 publications

Propuesta de arquitectura para incluir a las simulaciones en los sistemas de E-learning: una extensión al modelo SCORM

Propuesta de arquitectura para incluir a las simulaciones en los sistemas de E-learning: una extensión al modelo SCORM

Exploratory learning with a computer simulation for control theory: Learning processes and instructional support

Trends and Techniques in Computer-Based Educational Simulations: Applications to MBL Design

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