" (p. 213). Our text definition emphasizes the importance of a model as the foundational framework and the learner's interaction with that model. This "model" would be what Smith & Ragan refer to as a "reality.".
Factors Involved.
Many learning theories can be discussed when considering educational simulations. Kolb and Fry (1975) created the Experiential Learning Cycle describing four elements: concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations. This experiential learning concept continued to develop over the next twenty-five years. Alessi & Trollip (2001) discuss the attributes of knowledge, the learner, and the simulation as three factors which affect learning. The designer must consider these three factors when planning a simulation, realizing that only the simulation attributes can be appreciably controlled. .
Alessi & Trollip (2001) also discuss the concept of fidelity. Fidelity describes how alike a simulation is when compared to the "real thing." It might be described as a measure of "realism." Realism or fidelity is not to be confined to one facet of a simulation, but should be considered in various facets (e.g. underlying model, user actions, presentations and system feedback.).
Advantages.
From Alessi & Trollip (2001), "simulations can enhance safety, provide experiences not readily available in reality, modify time frames, make rare events more common, control the complexity of the learning situation for instructional benefit, and save money (p. 226). .
Simulations can allow a learner to participate in activities that have an inherent risk in reality. Students may simulate chemistry experiments without the danger of breathing noxious fumes or creating lethal explosions. Pilot trainees can "fly" simulators without endangering themselves or others. Students can even take "flying lessons" on PC-based flight simulators such as Microsoft Flight Simulator 2004 (figure 1).