The Impact of Realism on Learning During Engagement in Educational Simulations PROCEEDINGS
Jay Shiro Tashiro, wolfsong informatics, United States
World Conference on Educational Multimedia, Hypermedia and Telecommunications, ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
We describe an evidence-based model for improving the quality and outcomes of instructional materials for K-12 and undergraduate science courses. Our simulation models have been able to address critical issues in developing improved learning outcomes, especially in areas of higher order thinking like clinical judgment and understanding what scientists "do" as they engage in the scientific method. Working closely with instructional designers, content experts, and assessment specialists, we have 35 major healthcare education simulations suites, with another 15 nearly completed. Our current work is focusing on K-12 and undergraduate health sciences instruction. From this foundation of experience we began to examine how and why to select simulations for an evidence-based learning framework. However, the importance of realism in instructional simulations became an important area of focus.
Tashiro, J.S. (2006). The Impact of Realism on Learning During Engagement in Educational Simulations. In E. Pearson & P. Bohman (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2006 (pp. 1018-1025). Chesapeake, VA: AACE.
© 2006 AACE