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ERIC Number: ED348034
Record Type: RIE
Publication Date: 1992-Feb
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Building Microcomputer-Based Instructional Simulations: Psychological Implications and Practical Guidelines.
Thurman, Richard A.; Mattoon, Joseph S.
This paper discusses four areas in the psychology literature that have important implications for the instructional design of microcomputer-based simulations. The first one examined is cognitive structures, and the following suggestions for instructional design are offered: simulations should be appropriate for students' level of understanding; simulations should correspond to the actual systems portrayed; the simulation should contain the essential components of the entity it is simulating; the level of detail should be appropriate for the learner; and simulations should be logical and meaningful to students. Suggestions in the area of cognitive and metacognitive strategies are that the simulation should encourage strategies other than drill and practice, support knowledge construction activities, promote concern for cognitive goals, and encourage examination and employment of existing knowledge. In the third area, automaticity of cognitive processes, the following are suggested: make consistent features of the simulated task overt, make the student an active participant, ensure success, strive for stress-free conditions, and isolate automatic components. The final area is affect or motivational appeal, and clear goals, uncertain outcomes, a non-zero based scoring system, competitive situations, and stimulation of curiosity are suggested. (21 references) (MES)
Publication Type: Guides - General; Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology and Sponsored by the Research and Theory Division; see IR 015 706.