If the design of simulations is excellent and along multiple dimensions they will result in being educationally beneficial, is stated in the forword of Gibson, Aldrich and Prensky (2007). Furthermore is stated that:
- Simulations have the potential to dramatically improve the motivation of students if design-based research is used. The educational outcomes would further be dramatically improved, as well as new insights generated about the nature of learning.
- However, proponents of interactive media must recognise some learning derived from research about several types of learning experiences.
- People vary with regard to learning styles and strengths; and what engages them—educational designs therefore vary in success for different people.
- The motivation of some simulation participants will improve as result of the element of competition, whereas the motivation of others will diminish.
- Simulation designs must be carefully balanced between authenticity and validity to the real world in order to be effective; because reality is complex but oversimplification introduces misconceptions—the latter may reduce deep learning potential.
Gibson, D; Aldrich, C & Prensky M. 2007. Games and simulations in online learning: research and development frameworks. Hershey: Information Science Publishing.
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