Hence, it becomes necessary to train students accordingly and provide them with the analytical skills that they will need when designing, implementing, and using these systems. Simulation education software, tools, and games constitute an excellent methodological option to support instructors during the training process since simulation allows for realistic models that students can employ during their learning activities.
Among the many benefits provided by simulation education resources, their easy integration within blended and online courses is a remarkable fact that promotes their expansion and popularity among universities and training centres worldwide. In effect, simulation-based labs can be used by students located in different countries, universities, and degrees. This in turn facilities the development of interdisciplinary skills, teamwork abilities, and multi-cultural learning processes. Hence, we can think about simulation education as not only a popular educational resource, but as one that will still increase its presence in modern degrees curricula.
The following research lines are aimed to be explored in the future; i an analysis of how simulation education tools are currently being used in blended and online education; and ii a discussion on how simulation education can also contribute to enhancing the learning and teaching experience in interdisciplinary master courses, where students show different backgrounds and skills. Admiraal, W. The concept of flow in collaborative game-based learning. Article Google Scholar. Alnoukari, M.
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Personalized Med. Olfat, M. Revolutionizing financial engineering education: Simulation-based strategies for learning. Simulation-based learning and education : Springer. Pasin, F. Simulations are characterised by their non-linear nature and by then controlled ambiguity within which students must make decisions. The inventiveness and commitment of the participants usually determines the success of a simulation.
Simulations promote the use of critical and evaluative thinking. Because they are ambiguous or open-ended, they encourage students to contemplate the implications of a scenario. The situation feels real and thus leads to more engaging interaction by learners. Simulations promote concept attainment through experiential practice.
They help students understand the nuances of a concept. Students often find them more deeply engaging than other activities, as they experience the activity first-hand, rather than hearing about it or seeing it. Simulations help students appreciate more deeply the management of the environment, politics, community and culture.
For example, by participating in a resource distribution activity, students might gain an understanding of inequity in society. Simulations can reinforce other skills indirectly, such as Debating , a method associated with some large-scale simulations, and research skills.
Resources and time are required to develop a quality learning experience with simulations. Assessment of student learning through simulation is often more complex than with other methods. Simulated experiences are more realistic than some other techniques and they can be so engaging and absorbing that students forget the educational purpose of the exercise. If your simulation has an element of competition, it is important to remind the students that the goal is not to win, but to acquire knowledge and understanding.
In a simulation, guided by a set of parameters, students undertake to solve problems, adapt to issues arising from their scenario and gain an awareness of the unique circumstances that exist within the confines of the simulation.
Some simulations require one hour, while others may extend over weeks. Scope and content varies greatly. Apps such as this require a significant amount of development, however they provide an engaging and immersive experience for the students and there may already be freely available examples in the Apple , Android or Microsoft app stores that could be used rather than creating a new one.
If you are interested in trying out Simulation there are a few practical questions that you should answer:. Having thought about these questions, you should have worked out whether Simulation is an approach that makes sense in your context and have some ideas about how to introduce it. If you are still unsure, you could try a small exercise and see how the students respond.
The following links are to case studies showing how staff at SHU have used Simulation ideas in their teaching:. The following link provides further information on some activities and assessment outputs that can work well with Simulation, especially for students who are part-time or not campus-based:.
I am a strong advocate for simulation learning. I believe that it actively engages the learner within their own learning process and provides them an avenue of reflection. But how beneficial is it to ESL English second language students and what are other disadvantages of simulation training?
Thanks for your comments and questions, Angelia. Role-play can be seen as a loose kind of simulation and is often used in language learning to allow learners to put their skills to use, explore the limits of their learning in a somewhat realistic situation, and then use their performance as the basis of reflection. I think that the big difference between this role-play and simulation for language learners is the ability to repeat the experience exactly until such a point where the learner wants to take the experience in a new direction, such as by changing their actions in order to move a conversation in a new direction.
Similarly, many classrooms could be fairly easily adapted into a good simulation environment for people to learn business English by setting up the tables similar to a meeting room or by setting out computers for people to work through a simulated email conversation. This means that they may not be able to adapt effectively to situations that deviate from those they experienced during simulations.
I suppose that the way to mitigate the problem of over-training is to ensure that over the course of multiple simulated sessions some of these outlier situations do happen. The other major disadvantage to simulation training is that for it to be as effective as possible, it needs to be as realistic as possible.
So, for language learning, you would want the learners to be interacting with native speakers rather than other learners, which would probably be fine for role-play activities, and would want the environment to model that of where the simulation is taking place too.
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