Korogwe Teachers’ College IT 0222: Educational Games & Simulation Technologies Year II ::: Semester II Dip. Ed (Sc, Maths, ICT) Level 6 SECOND LECTURE Mussa Msengi Gunda :::::: 0674 14 12 09 :::::: sirgunda@outlook.com Why we use computer simulation in Teaching? • Computer simulation allows students to observe and interact with a real-world. • Computer-simulated experiment may be a good substitute for a laboratory experience in the teaching of some concepts (Winn et al., 2005). • According to Mintz (1993), one of the most promising computer applications in science instruction is the use of simulations for teaching material, which cannot be taught by traditional labs. Simulations Utilizing Technology Simulations are one way to incorporate an innovative use of technology into the learning environment. • Technology is not needed for the creation or administration of a simulation but technology can enhance the overall presence and impact of the simulation for students. • CD-ROMs, web-based tools, and/or desktop computer game simulations are being used to support learning through realworld problems, cases, and scenarios. • Technology capabilities provide opportunities for designing innovative learning environments that allow for more interactive, relevant, and effective application of the material. • Technology also makes it easier to provide a compilation of resources, tools, and experiences using real-world problems and techniques to participate, interact, and manipulate scenarios (Kirkley & Kirkley, 2005). Advantages of Using Computer Simulation Computer simulations have many advantages over other instructional approaches and media. • A well-designed computer simulation have a high degree to facilitate and simplifying learning. • Computer simulation provides students with opportunities to observe certain processes that happen too quickly or too slowly in real life (Akpan, 2002). • Computer simulations can lead to learning transfer, which means that learned knowledge is successfully applied in real-world environments (Khoo & Koh, 1998). Disadvantages of Using Computer Simulation Computer simulations also have disadvantages in comparison with other instructional methods. • Computer simulation may be more time-consuming than other instructional strategies since many computer simulations concentrate on problem solving. Without proper coaching, scaffolding, feedback, and debriefing, the student learns little from the discovery learning through simulations (Lunce, 2006). • Some argue that educational simulations oversimplify the complexities of real-life situations, giving the learner an inaccurate understanding of a real-life problem (Heinich, Molenda, Russell & Smaldino, 1999). • In addition, development of educational simulations may need a big investment of time, effort, and money (Lunce). Animation • An animation is a series of moving images or a dynamic visualization. An animation can be used to represent output from a system and can thus easily be confused with a simulation. What distinguishes an animation from a simulation is that it does not meet one or both of the key features of a simulation: 1. There is a no model of a real or theoretical system behind the animation. • In this case, the animation is more like a cartoon, it will not be accurate as the speed and location of images is not calculated by a model. • The animation cannot be altered to reflect a change in system conditions, only responds to preset values. 2. There is no possibility of experimentation: • According to Laurillard, there has been terminological confusion when `simulation` is used to refer to a program that runs a model without any input from the user – the program generates its own input to the model, the user simply watches. This is certainly a simulation, but Laurillard contends that since the usual usage within education is “interactive simulation”, it is reasonable to reserve the term simulation for those, and to relegate the non- interactive ones to the term “animation” or “demonstration” as they could equally well be shown on the noninteractive medium of video. • When the full capabilities of a simulation are not used, then it is possible to turn a simulation into an animation or even the equivalent of a video. Example of Educational Simulation 1. ActivChemistry shown in next slide is an example of an educational simulation of a chemistry lab. It is a chemistry construction kit providing the student with equipment and materials such as Bunsen burners, burners chemicals chemicals, and a wide variety of meters and gauges gauges. Using these components, students perform experiments, gather and graph data or learn about new concepts in interactive and dynamic lessons. ActivChemistry. A virtual chemistry set construction kit grounded in chemistry theory. ActivChemistry illustrates several advantages of the use of simulation as compared with real equipment: • Safety. It allows experiments to be done that would be too dangerous for most high school chemistry labs. • Economy. It saves the cost of expensive equipment and materials. • Learning Efficiency. The student using the program is not under the time pressures often found in the standard chemistry lab period and can complete exercises at a faster rate. 2. Physics Education Technology (PhET PhET)) project PhET is an ongoing project that has developed over 60 simulations for use in teaching physics, chemistry, and physical science. Assignment II