The theory we have constructed originates with the three phases of learning described above. We have organized and adapted the features of simulations to provide the learner with the most effective and efficient presentations in order to achieve successful acquisition, application and assessment. Our general model describes five aspects of simulations and provides prescriptions for the implementation of each. It applies to all simulations for teaching principles or procedures. Specific conditions or types of simulations require their own characteristic prescriptions that are described G3 variations on the general model. Another ID theory that could be useful in the design of educational games is a model presented by Reigeluth and Schwartz (1989) intended for designing instruction in educational simulations. This model provides a more specific approach to designing instruction. Reigeluth and Schwartz propose three phases of the learning process which educational simulations should activate. They are: (1) acquisition of basic knowledge, (2) application of knowledge to the full range of scenarios, and (3) assessment of what has been learned. Their model for designing educational simulations is comprised of heuristics intended to inform the designer in following a set of prescriptions.
References: Reigeluth, C., & Schwartz, E. (1989). An instructional theory for the design of computer-based simulations. Journal of Computer-Based Instruction, 16(1), 1-10.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
The theory we have constructed originates with the three phases of learning described above. We…
The theory we have constructed originates with the three phases of learning described above. We have organized and adapted the features of simulations to provide the learner with...
