instructional_design:simulation-based_learning
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instructional_design:simulation-based_learning [2011/05/10 08:34] jpetrovic [What is simulation-based learning?] |
instructional_design:simulation-based_learning [2011/05/10 08:36] jpetrovic [Criticisms] |
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| ===== Criticisms ===== | ===== Criticisms ===== | ||
| - | Many previous studies in this area found that, at least for **novice learners**, simulation-based learning is **hard** and that they **have problems** in establishing goals and their results in learning through simulation((Glaser, R., Schauble, L., Raghavan, K., & Zeitz, C. Scientific reasoning across different domains. In E. de Corte, M. Linn, H. Mandl and L. Verschaffel (Eds.), Computer-based learning environments and problem solving (NATO ASI series F: Computer and Systems Series) (p345–373). Berlin: Springer. 1992.))(([[http://www.cs.ubc.ca/~conati/522/532b/papers/SmithTown.pdf|Shute, V. J., & Glaser, R. A large-scale evaluation of an intelligent discovery world: Smithtown. Interactive Learning Environments, 1, p51–77. 1990.]])) or that they have **problems with verbalizing** results and **gained knowledge**(([[http://doc.utwente.nl/26419/1/K26419__.PDF|Njoo, M., and De Jong, T. Exploratory learning with a computer simulation for control theory: Learning processes and instructional support. Journal of Research in Science Teaching, 30, p821–844. 1993.]])). It seemed that **richness of the information** a student can extract from a simulation makes his **learning more difficult**. | + | Many previous studies in this area found that, at least for **novice learners**, simulation-based learning is hard and that they have problems in establishing goals and their results in learning through simulation((Glaser, R., Schauble, L., Raghavan, K., & Zeitz, C. Scientific reasoning across different domains. In E. de Corte, M. Linn, H. Mandl and L. Verschaffel (Eds.), Computer-based learning environments and problem solving (NATO ASI series F: Computer and Systems Series) (p345–373). Berlin: Springer. 1992.))(([[http://www.cs.ubc.ca/~conati/522/532b/papers/SmithTown.pdf|Shute, V. J., & Glaser, R. A large-scale evaluation of an intelligent discovery world: Smithtown. Interactive Learning Environments, 1, p51–77. 1990.]])) or that they have **problems with verbalizing** results and gained knowledge(([[http://doc.utwente.nl/26419/1/K26419__.PDF|Njoo, M., and De Jong, T. Exploratory learning with a computer simulation for control theory: Learning processes and instructional support. Journal of Research in Science Teaching, 30, p821–844. 1993.]])). It seemed that richness of the information a student can extract from a simulation makes his **learning more difficult** unless it is first simplified and well structured. |
instructional_design/simulation-based_learning.txt · Last modified: 2023/06/19 18:03 (external edit)
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