Microworlds and Simulations in the 21st Century

Profile

Microworlds and simulations are both instructional models widely used under the umbrella of constructionism learning theory. In each model, students actively construct knowledge in the process of learning through interactions with phenomena; they build up meaning of the phenomenon through interactions within a social framework (Laine, Lavonen, & Meisalo, 2004). While to the untrained eye they may seem like interchangeable terms, they, in fact, use slightly different methods to achieve the same end goal: self-regulated and instructor facilitated learning.
Simulations are computer programs that imitate real-life or hypothetical events where the learner, usually, has a singular role or character in which to explore and analysis problems. The simulations are a set of preprogrammed mathematical models that allow players to interact with each other and the environment as realistically as possible. Oftentimes simulations are designed to allow for group interaction and collaboration on a task. Flight simulators are a great example. The program is designed with a beginning, middle, and end in mind. There are of course areas for deviation, but the main concepts and ideas of the program are fairly clear-cut. The prerequisites to begin the simulators normally are a basic understanding of the theories and principles needed to perform well in the program. In the case of the flight simulator, the learner would need basic knowledge of flight instruments, aerospace engineering principles, and much more. Finally, educational simulators are generally used when the real system could not be used because it is either too expensive, to dangerous, or the time constraints so not allow for the entire class to operate a single system.

Microworlds are defined by the fact that, unlike simulations, they are created to either work through abstract concepts or to extremely simplify a traditional idea to increase the learner’s understanding. The most traditional example of a microworld is a child’s sandbox. If you give a child a shovel and a bucket in a sandbox, they will start to repeatedly dig the sand, put it in the bucket, and dump it out. No one gives them instructions on how it works, they just know. It is the same way in the computer based environment of microworlds. The learner can enter the scenario and immediately understand that operations in order to play without instructions. Also, just like in a sandbox where an adult can give a child particular items to play with in order to facilitate specific learning, the designers can give the players a precise domain in order to guide them into a particular direction. Leading the learner into one direction and allowing them to construct their own meaning and knowledge is what microworlds are all about.

Theory Ancestry

While the family tree of simulations and microworlds can truly be roughly traced back through the philosophies of John Dewey, Johann Pestalozzi, and even Jean Jacque Roussseau, this blog will only discuss the theory family tree since Jean Piaget. Since the Romanticism movement for social reform in the 18th century, there has been a rush of philosophers and researchers and psychologist who have been discussing the thought that life and learning had to be felt and experienced. It could not simply be taught through someone else’s words being taken as truth. Piaget theorized that learning was constantly changing form and was always shifting as the learner gains new information and experiences. Piaget’s ideas moved a man named Seymour Papert, a forerunner in the constructionist camp for his connection of learning theory to computers. Papert designed and developed the first and most well-known microworld created with the LOGO programming language.
Many people challenged Piaget’s theory for its lack of social and cultural components. This left room for Lev Vygotsky, a psychologist, to present his theory that children developed at a higher level when they were practicing in a social environment. Follow his theory tree right until the point where it joins Papert’s microworlds and there will be the formal introduction of simulations. When you add the social aspect of the interactions to the interactions of the environment, there is a clear line of sight into the idea that learners can self-regulate their own education based on communication with peers and instructors. When the facilitators are not providing information but instead providing the opportunity for the students to find the information and interpret it for themselves, there is, under the constructionist learning theory, a higher level of understanding and knowledge gained than from any other method.

Real-World Examples

1.

The picture above shows a battle scene from the popular video game series, Medieval II: Total War. In the picture, Aztec eagle warriors face off against Spanish soldiers. The video game takes a particular snapshot of world history. Players conquer territories and eliminating certain other factions. Players can take on the role of New Spain under the leadership of Hernan Cortes and Diego de Velazquez, who in actuality were political enemies. They can also play as a number of Native American factions, notably the Aztec and the Maya. New, interactive techniques are more popular, and may help historians teach history in better ways. What better way to understand the task set ahead of Cortes than to see first hand how limited resources, an unfamiliar political environment, and a lack of support from his home affected the outcome of his expedition into Mexico? This sort of activity could be valuable as it brings history to higher levels of interactivity, decentralization of learning, and student empowerment. It is possible that some time in the near future interactive simulations will become more the norm than the exception, but their value to the historical profession is one that has yet to be tapped sufficiently.

2.

This interactive 3D simulation from Pearson Prentice Hall gives students access to a running 4 cylinder engine, in a safe and risk-free environment. Students can use the simulation to learn how a piston works independently, and within a four-stroke engine. The simulation allows students to watch 3D animations of the four-stroke engine from any angle or distance, speed-up and slow-down the engine, as well as pause and show engine labels - all in real-time 3D. A complex mechanical process, like a four-stroke engine, is an easily understood lesson when delivered as an interactive 3D training simulation.

External links

Games and Simululations and Learning This is a paper written by Margaret Gredler from the University of South Carolina. She discusses conceptual framework, research in gaming and simulations, and design and research issues.
Simulations and Games: Making Learning Fun! This page written by Marina Arshavskiy gives wonderful examples of gaming styles, benfits of simulations, and building blocks for game-based learning.
Teaching Tools: Using Online Simulations and Games Suzie Boss write a very good article on the social change of online gaming and simulations, and then she discusses a few popular programs like World of Warcraft and SimCEO.

References

1. Cwiklik, R. (1997) “Dewey Wins! If the ‘New’ Teaching Methods Pushed by High-Tech Gurus Sound Familiar, It Isn’t Surprising.” Wall Street Journal, R17.
2. Cunningham, C. (2009). “Transforming Schooling Through Technology: Twenty-First_Century Approaches to Participatory Learning.” Education and Culture, p. 46-61.
3. DelGaudio, J. (1999) “Should Historians Become Programmers? Limitations and Possibilities of Computer-Assisted Instruction in the United States History Survey” The History Teacher, p. 67-78.
4. Gee, J. (2003) What Video Games Have to Teach Us About Learning and Literacy. New York: Palgrave Macmillan.
5. Hanson, V. (2001). Carnage and Culture. New York: Doubleday, 172.
6. Laine A., Lavonon J., & Meisalo V. 2002. Current Research on Mathematics and Science Education. Proceedings of the 21st Annual Symposium of the Finnish Association of Mathematics and Science Education Research, University of Helsinki, Helsinki, Finland.
Piaget, J. 1972. The Psychology of the Child. New York: Basic Books.
7. Shaffer, D. (2006). How Computer Games Help Children Learn. New York: Palgrave Macmillan, p. 123.
8. Silvia, Schmid (1997), "Pestalozzi's Spheres of Life", Journal of the Midwest History of Education Society.