Abstract
We define simulations as algorithmic, dynamic, often simplified models of real-world or hypothetical phenomenon that contain features that not only allow but promote the exploration of ideas, manipulation of parameters, observation of events, and testing of questions. Many of the features in this definition overlap with other educational technologies, including static animations, serious games, and virtual worlds. In what follows, we address how simulations differ from such technologies despite these overlapping features. We conclude that an interactive nature paired with a lack of extrinsically embedded motivational structures primarily distinguishes simulations from other educational technologies.
The original version of this chapter was revised. The erratum to this chapter is available at: DOI 10.1007/978-3-319-24615-4_7
An erratum to this chapter can be found at http://dx.doi.org/10.1007/978-3-319-24615-4_7
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Peffer, M., Renken, M., Girault, I., Chiocarriello, A., Otrel-Cass, K. (2016). Distinctions Between Computer Simulations and Other Technologies for Science Education. In: Simulations as Scaffolds in Science Education. SpringerBriefs in Educational Communications and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-24615-4_3
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DOI: https://doi.org/10.1007/978-3-319-24615-4_3
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