Multimedia Learning with Simulations and Microworlds

Abstract

In this chapter, we discuss research on learning from simulations and microworlds. After providing working defi nitions and examples for these environments, we review research on their effectiveness and, where available, on specifi c questions of their information design, interaction design, and instructional guidance design. On the basis of the research fi ndings, we propose extensions to current theories of multimedia learning to involve social and affective processes and outcomes, describe implications for instructional design, discuss limitations of the existing research, and outline areas for future research. What Is Multimedia Learning with Simulations and Microworlds?Simulations and microworlds are digital environments that enable users to interact with models of situations and phenomena ( National Research Council , 2011 ;Plass, Homer, & Hayward , 2009b ). As the user manipulates objects or parameters, the environment generates dynamic responses based on a set of underlying rules, models, or computations. Simulations and microworlds provide opportunities for active learning ( Mayer, Mautone, & Prothero, 2002 ), affording exploration instead of providing explanation (Rieber, 2005 ).Educators and researchers have posed a number of questions specifi cally linked to the pedagogical use of these resources: Are exploratory environments effective for learning? What support structures should be provided to make them effective? How can they be designed to engage the learner in meaningful learning activities? This chapter will review research that has provided some answers to these questions, propose extensions to cognitive theory in response to these research fi ndings, and describe implications for Plass and Schwartz 730 instructional design. We will then discuss limitations of existing research and suggest areas for future investigations of simulations and microworlds. First, however, we will provide working defi nitions of simulations and microworlds, used in compiling the research studies included in this review.Simulations . Multimedia simulations are designed to depict specifi c phenomena, processes, or systems. Within a particular simulation, the user can adjust various parameters, and an underlying computational model responds by displaying the results of the user's input. Through repeated interactions, such as selecting a range of values for a variable and observing the resulting changes, the learner can arrive at an understanding of the model National Research Council , 2011 ). Broad defi nitions of simulations distinguish conceptual models from operational models . Conceptual models focus on principles, concepts, or facts (e.g., how gases respond to changes in temperature), while operational models demonstrate a series of operations or procedures, such as how to perform a specifi c mechanical task. For the purpose of this chapter, we considered only interactive environments that are based on conceptual computational models to be simulations .Microworlds . Beyond the exploration and investigat...

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“…According to Plass and Schwartz (), the complexity of simulations and microworlds is such that many forms of multimedia are included, mostly at the designer's discretion. Both simulations and microworlds have potential for inquiry learning and promoting social processes.…”

“…Azevedo () discusses a similar theme arguing that broader theoretical models are needed to integrate cognitive, metacognitive, motivational and affective processes, in order for the field to progress. Plass and Schwartz () also conclude that current theories of multimedia need to be extended to include affective factors.…”

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“…One such major affordance is the provision of guidance as is also evidenced in recent overview works (Alfieri et al 2011;Arnold et al 2014;d'Angelo et al 2014;de Jong 2006a;de Jong and Lazonder 2014;Donnelly et al 2014;Furtak et al 2012;Gerjets et al 2008;Plass and Schwartz 2014;van Joolingen and Zacharia 2009). Guidance could result in offering learners more agency in their learning process (de Jong and Lazonder 2014) and the means to overcome the challenges posed by CoSIL environments, mainly because of the cognitive and metacognitive complexity of the learning experiences these environments offer (Azevedo 2005;Ødegaard et al 2014;Scheiter and Gerjets 2007).…”

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“…The use of simulations in education has greatly increased in recent years, as they are very much appreciated by teachers and learners because it offers the sense of "real world" experience. Using simulations in classrooms helps learners to actively construct their learning and develop the mental representation of the model underlying the simulation (Plass and Schwartz, 2014). Besides, simulation based learning could also be more relevant to learners' needs adding significantly to their experience (Owen, 2017).…”