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Instructional simulation

About: Instructional simulation is a research topic. Over the lifetime, 6739 publications have been published within this topic receiving 147664 citations.


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Book
01 Jan 1974
TL;DR: This chapter discusses Instructional Design, which focuses on the design of Instructional Systems, and Varieties of Learning, which examines the combination of Information, Motor Skills, and Attitudes that make up a learning environment.
Abstract: PART I: INTRODUCTION TO INSTRUCTIONAL SYSTEMS. 1. Introduction to Instructional Design. 2. Designing Instructional Systems. 3. The Outcomes of Instruction. 4. Varieties of Learning: Intellectual Skills and Strategies. 5. Varieties of Learning: Information, Motor Skills, and Attitudes. 6. The Learner. PART II: BASIC PROCESSES IN LEARNING AND INSTRUCTION. 7. Defining Performance Objectives. 8. Analysis of a Learning Task. 9. Designing Instructional Sequences. 10. The Events of Instruction. 11. Technology Affordances. 12. Designing the Individual Lesson. 13. Assessing Student Performance. 14. Group Learning Environments. 15. Online Learning. 16. Evaluating Instruction.

3,706 citations

Journal Article
TL;DR: The goal in this paper is to provide a clear link between the theoretical principles of constructivism, the practice of instructional design, and thepractice of teaching.
Abstract: It is said that there’s nothing so practical as good theory. It may also be said that there’s nothing so theoretically interesting as good practice 1 . This is particularly true of efforts to relate constructivism as a theory of learning to the practice of instruction. Our goal in this paper is to provide a clear link between the theoretical principles of constructivism, the practice of instructional design, and the practice of teaching. We will begin with a basic characterization of constructivism identifying what we believe to be the central principles in learning and understanding. We will then identify and elaborate on eight instructional principles for the design of a constructivist learning environment. Finally, we will examine what we consider to be one of the best exemplars of a constructivist learning environment -- Problem Based Learning as described by Barrows (1985, 1986, 1992).

2,901 citations

Journal ArticleDOI
TL;DR: An input-processoutput model of instructional games and learning is presented that elaborates the key features of games that are of interest from an instructional perspective; the game cycle of user judgments, behavior, and feedback that is a hallmark of engagement in game play; and the types of learning outcomes that can be achieved.
Abstract: Although most agree that games can be engaging and that games can be instructive, there is little consensus regarding the essential characteristics of instructional games. Implicit in the research literature is the notion that if we pair instructional content with certain game features, we can harness the power of games to engage users and achieve desired instructional goals. In this article, the authors present an input-process- output model of instructional games and learning that elaborates (a) the key features of games that are of interest from an instructional perspective; (b) the game cycle of user judgments, behavior, and feedback that is a hallmark of engagement in game play; and (c) the types of learning outcomes that can be achieved. The authors discuss the implications of this approach for the design and implementation of effective instruc- tional games.

2,794 citations

Book
01 Jan 1985
TL;DR: This eBook will highlight theories of reflection and strategies to help you select and the central role that experience plays in the learning process (Kolb, 1984).
Abstract: This eBook will highlight theories of reflection and strategies to help you select and the central role that experience plays in the learning process (Kolb, 1984). In this Free eBook on "How To Become an Instructional Designer" 24 help you reach your dream Instructional Design career on a single condition: that you Is eLearning software more important than Instructional Design theories and models? Free eBook: Making Learning Memorable with Graphics and Visual Design. JONES & BARTLETT LEARNING, LLC TERMS AND CONDITIONS INCLUDING, BUT NOT LIMITED TO, JB LEARNING EBOOKS, COURSE CONTENT, AND.

1,534 citations

Journal ArticleDOI
TL;DR: A review of the observed effectiveness and efficiency of discovev learning in simulation environments together with problems that learners may encounter in discovery learning, and how simulations may be combined with instructional support in order to overcome these problems is given in this article.
Abstract: Scientific discovery learning is a highly self-directed and constructivistic form of learning. A computer simulation is a type of computer-based environment that is well suited for discovery learning, the main task of the learner being to infer, through experimentation, characteristics of the model underlying the simulation. In this article we give a review of the observed effectiveness and efficiency of discovev learning in simulation environments together with problems that learners may encounter in discovery learning, and we discuss how simulations may be combined with instructional support in order to overcome these problems.

1,413 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
202376
2022169
202148
202042
201934
201846