An Instructional Theory for the Design of Computer-Based Simulations. IDD&E Working Paper No. 23.

Autor/inn/en	Reigeluth, Charles M.; Schwartz, Ellen
Institution	Syracuse Univ., NY. School of Education.
Titel	An Instructional Theory for the Design of Computer-Based Simulations. IDD&E Working Paper No. 23.
Quelle	(1987), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Simulation; Drills (Practice); Feedback; Instructional Design; Learning Strategies; Locus of Control; Models; Student Motivation; Student Participation; Symbolic Learning + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Analogiemodell; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Symboldidaktik
Abstract	A simulation is described in terms of its three major aspects: the scenario, the underlying model, and the instructional overlay. The major focus of this paper is the instructional overlay as the component that serves to optimize learning and motivation. Functions of simulations are identified as the acquisition of content, the application of the content, and the assessment of learning. Five simulation features that act as vehicles for achieving these functions are then discussed: generality, example, practice, feedback, and help. A general model for the design of computer-based simulations is presented which offers prescriptions for the design of the introduction, acquisition, application, and assessment stages of simulations and for dealing with the issue of control (system or learner). Variations on the general model are then presented which are based on the nature of the behavior (procedures, process principles and causal principles), complexity of the content, form of learner participation, form of changes (physical or non-physical) and motivational requirements. In conclusion, it is noted that these prescriptions are only a first step in an attempt to construct a validated prescriptive theory for the design of computer simulations, and that considerable research and extensive field tests are needed to provide the information necessary for both confirmation and revision of the various aspects of the theory. (Author/RP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC