• allows training to occur in safe environment
• learning tasks can be made less complex to encourage mastery
• lets students learn from self-generated feedback
• shows consequences of student decisions
• can involve higher-level learning (see Bloom's Taxonomy)

• not real-world experience
• depends heavily upon software and equipment
• teacher must be familiar with software and somewhat technologically savvy

• learning difficult tasks where real-world experience is not safe or readily available (flight simulators, equipment training, UN role play)

Key Terms:

• simulator
• cybernetics
• refereeing
• coaching
• debriefing

Additional Sites : Marketplace Simulation, Stock Market Simulations, Frog Dissection Simulation

Learning Simulations

Learning Environment| Simulators |Teacher's Role |Back to Top

Learning simulations are based upon cybernetic principles. Cybernetic psychologists, making an analogy between humans and machines, conceptualize the learner as a self-regulating feedback system. The central focus is the apparent similarity between the feedback control mechanisms of electromechanical systems and human systems.

Learning Environment

Learning in cybernetic terms is sensorially experiencing the environmental consequences of one's behavior, and engaging in self-corrective behavior. Instruction in cybernetic terms is designed to create an environment for the learner in which this feedback takes place.

Learning Simulations|Back to Top

Simulators

training devices that closely represent reality, but in which the complexity of events can be controlled.

• allows training to occur in a safe environment
• learning tasks can be made less complex to encourage mastery
• students learn from self generated feedback
• simulations show consequences of student decisions

Teacher's Role

1. explaining the rules
2. refereeing (assign students to teams and make sure rules are enforced)
3. coaching (giving advice to enable students to play better)
4. discussion of how game relates to real world

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