By Chunyan Liu
This essay tries to discuss educational computer simulation from two aspects: firstly, the benefits of using computer simulation in education; and secondly, the different application types of model-driven computer simulation in education.
According to the researches made by various authors (Min, Bork, Spitzer, etc.), computer simulation has a variety of benefits when applied in education. The benefits can be grouped into three categories as following:
1) Making the inaccessible accessible
One of the most important benefits computer simulation can have in education is that it makes the otherwise inaccessible phenomena or processes accessible to students, including those phenomena or processes inaccessible because of extreme size (too large or too small), extreme speed (too fast or too slow), or because of security considerations (e.g. nuclear reactor, earthquake), and cost considerations (e.g. expensive equipment).
2) Visualizing complex relationships between factors in dynamic process
The second benefit of educational computer simulation is its feature of visualization, which can help learners establish mental model of an abstract or dynamic process (Min, 1994). In a simulation program, the effects of changes made on input parameters can be visualized immediately from the output curves. Therefore computer simulation is especially helpful in the learning of interrelationships between factors in complex phenomena or abstract processes.
3) Supporting interactive and constructivist learning
The third benefit of educational computer simulation is that it is highly interactive and supports constructivist learning. When students work with a simulation program, they play an active role in their learning process and build their own knowledge through active interaction with the program.
4) Motivating learners
With the benefits discussed above, another advantage of educational computer simulation becomes quite apparent, -- computer simulation is highly motivating to learners. Students in a learning environment integrated with computer simulation have higher motivation towards learning, because computer simulation is not only more interesting, but it offers them a unique way to access, interact with and understand the otherwise inaccessible or complex phenomena.
In this part, general guideline for applying computer simulation in education is discussed first in light of Parallel Instruction (PI) theory (Min, 1992); then different application types of model-driven computer simulation in education is discussed with regard to different stages of teaching and learning process.
1) PI theory -- coaching parallel to simulation
Although computer simulation has the potential of bringing many benefits in education, it does not necessarily lead to better learning if appropriate coaching is missing. Therefore the Parallel Instruction theory developed by Min which emphasizes the combination of computer simulation and instruction, can serve as the guideline for using computer simulation in education. According to Min (1992, 1994, 1999), computer simulation is not instructive itself, rather, it is a tool to assist instruction and facilitate learning, therefore other elements (e.g. instructional materials, feedback, etc.) are indispensable to build an optimal learning environments (micro-worlds) and make better use of computer simulation’s potential benefits.
2) Different application types of educational computer simulation
Model-driven computer simulation can be used at different stages of teaching and learning process (i.e. prior, during and after instruction), to serve different purposes. Following is more detailed discussion:
* Using computer simulation prior instruction -- motivate learners
Computer simulation program can be used in the introduction of new learning content to motivate students. This type of use is directly related to computer simulation’s power in motivating learners as discussed above. Compared to traditional paper-based learning materials, computer simulation program has the advantage of quickly gaining students' attention and greatly enhancing their interests and motivation toward the learning contents.
* Using computer simulation during instruction -- facilitate learning
Computer simulation can be used during the instruction process to facilitate students' learning. This type of use is closely related to the benefit of visualization as discussed above. The feature of visualization can help students learn about complex phenomena or abstract processes more easily, and possibly also with a better recall and retain of the learning contents.
* Using computer simulation after instruction -- promote further investigation
In addition to motivating and facilitating learners, simulation program may also have the function of promoting and facilitating students' further investigation of learning contents. This type of use is related to the benefits of interaction and visualization. -- After studying the learning materials and experiencing the simulation program, some students may want to do further exploration with the learning contents. And computer simulation program makes it possible for them to manipulate and experiment with the phenomenon or process -- they can change the values of input parameters and examine which output variables are changed consequently and how they are changed.
To sum up, computer simulation has a few major benefits in education over traditional approaches of teaching and learning; the PI theory can serve as the general guideline for optimal use of computer simulation in education; and computer simulation can be used at different stages of the teaching and learning process to serve different purposes.
Min, R. (1995). Simulation technology and parallelism in learning environments. Academic Book Center, the Netherlands.
Min, R. (2003). Simulation and discovering learning in an age of zapping and searching: learning models. Not known yet.
Min, R. (1999). Micro-worlds on the World Wide Web: dynamic learning environments; second order courseware & applets. International Journal of Continuing Engineering, Education and Life-long Learning, 9, 302-314.
Min, R. (1992). Parallel instruction: a theory for educational computer simulation. Interactive Learning International, 8(3), 177-183.
Min, R. (1994). Parallelism in open learning and working environments. British Journal of Educational Technology, 25(2), 108-112.
Enschede, April, 10, 2003