Simulations are computerized models that represent real or imagined systems to teach how they work. There are different types of simulations including physical, process, procedural, and situational simulations. Simulations provide students with authentic problems within a context and allow them to manipulate variables and discover rules of interaction. Research shows simulations support learning by making abstract concepts concrete and increasing problem solving abilities. Effective use of simulations involves preparation, student involvement during the simulation, and debriefing discussions afterwards.

1. Simulations
By Ingrid Quill

2. Definition
O It is a representation or model of an event, an object, or
some phenomenon. A computerized model of a real or
imagined system designed to teach how a certain
system or a similar one works.
O The strength of a simulation is the fact that a computer
responds to student input; that is the computer`s
responses depend on their choices.

3. Simulation Categories
O Physical simulations: these simulations offer learners
the opportunity to manipulate objects or phenomena
represented on the screen.
O Process simulations: it speed up or slow down
processes that students usually would not be able to
observe these processes naturally.
O Procedural simulations: these simulations teach the
appropriate sequences of steps to perform in certain
procedures.
O Situational simulations: it present students with varied
situations and ask them to devise actions to solve
problems in these situations.

4. Characteristics of Simulations
O A vision of Knowledge: it is not represented as a
cluster of right or wrong answers held separate from
context which they apply.
O An Authentic problem: an authentic problem is one
that could legitimately exist in a real-world context.
O A context setting: It may be represented as a series
of graphic images of land or buildings.
O Variables: basic structures that define the universe of
a simulation.
O Rules of interaction: they are programmed into the
structure of the simulation and must be discovered as
the game progresses.

5. Sources for simulations
O Educational software publishers
O Commercial software publishers
O On-line simulations

6. Learning with simulations
They can be powerful tools for educators. The main
advantage in using simulations is that they give
students the power to manipulate various aspects of the
model.
Research on simulations in educational
settings
Most educational researchers agree that simulation is
one of the best ways to make abstract concepts
concrete.
Problem solving: these programs tend to address
higher-order educational objectives.
Content learning: simulations seem to support
increases in problem solving.

7. Advantages associated with
computer Simulations
1. Student involvement
2. Low cost
3. Safety
4. Better transfer
5. Reduced threat and anxiety
6. Encouragement of socialization and collaboration
7. Adjustments to realism for maximum learning
8. Making the impossible possible

8. Limitations associated with
computer simulations
1. Time demands
2. More threat and anxiety
3. Adoption of the material but not the concept
4. Deciding when to intervene directly is difficult
5. Objectives mismatch
6. Competitive focus

9. Teaching with simulations
Simulations are the best used when students have
mastered a set of concepts and are ready to apply the
acquired knowledge.
Preparation: students most be helped to develop a basic
understanding of the domain before they enter the
simulation.
Debriefing: teachers and students need to discuss
extrapolate rules of interaction.
Group Work: simulations are especially well suited to
group work.

10. Conclusions
O Simulations are a good way to contextualized
concepts, it also provide the opportunity to develop
problem solving skills.
O The implementation of simulations in to the class
curriculum needs all the organization required as all
the activities developed in the classroom to achieve
all the goals previously determined and finally it
encourage effective social interaction between
students.