This document discusses different types of contrived experiences used in education including models, mock-ups, specimens, simulations and games. Models are reproductions of real things on a smaller or larger scale made of synthetic materials. Mock-ups arrange devices to represent reality in a simplified way. Simulations and games represent manageable real events to actively engage learners. Contrived experiences are used to overcome limitations, simplify complexity, and motivate learning. They should accurately portray ideas and stimulate further instruction.

1. Contrived Experiences
• “edited” copies of reality
• used as substitutes for real things
when it is not practical or not
possible to bring or do the real thing
in the classroom
• Designed to simulate to real-life
situations

3. Models
• Reproduction of real
thing in a small scale,
or large scale, or
exact size
• Made of synthetic
materials
• Substitute for real
thing which may not
be operational

4. Mock Up
• arrangement of a
real device or
associated
devices
• Displayed in such
a way that
representation of
reality is created

5. • simplified in
order to
emphasize
certain features
• economical or
costly device
• substitute for
real thing
Mock Up

6. • Sometimes it is a giant
enlargement
• The planetarium is an
example of a mock up in
the sense that the order or
the arrangement of the
planets is shown and the
real processes of the
planets rotation on their
axis and the revolution of
the planets around the
sun are displayed.
Mock Up

7. • It is a special model where
the parts of a model are
singled out, heightened and
magnified in order to focus
on that part or process
under study.
• The planetarium involves a
model of each of the planet
and the sun but it focuses
on the processes of the
planets’ rotation and so is
also considered as a mock
up.
Mock Up

8. Specimens
• Individual or
item
considered
typical of a
group, class
or whole.

9. Objects
• May also include
artifacts displayed
in a museum or
objects displayed
in exhibits or
preserved insect
specimens in
science.

10. Simulation
• Representation of a
manageable real
event in which the
learner is an active
participant engaged
in learning a
behavior

11. Simulation

12. Simulations
• Bomb Shelter Simulation- You Are Under
Attack
• Play Stores- to teach amounts of money
• Awareness Raising Experience-
Simulating the experiences of visual and
hearing impaired people and those with
physical disabilities

13. Another instructional material included in
contrived experiences is game.
Games are played to win while simulations
need not have a winner.

14. Why do we make use of contrived experiences?
We use models, mock ups, specimens and objects…
To overcome limitations of space and time
To edit reality for us to be able to focus on
parts or a process of a system that we intend
to study
To overcome difficulties of size
To understand the inaccessible
To help learners understand abstractions

15. We use simulation and games to
make our classes interactive and to
develop the decision-making skills
and knowledge construction skills
of our students.
Why we use simulations and games
in teaching?

16. 1.to develop changes in attitude
2. to change specific behaviors
3. to prepare participants for assuming new
roles in the future
4. to help individuals understand their current
roles
5. to increase the students’ ability to apply
principles
10 General Purposes of Simulations
and Games in Education

17. 6. To reduce complex problems or situations to
manageable elements
7. to illustrate roles that may affect one’s life but
that one may never assume
8. to motivate learners
9. to develop analytical process
10. to sensitize individuals to another person’s
life role
10 General Purposes of Simulations
and Games in Education

18. Games are used for any of these purposes:
• To practice or to refine knowledge and skills
already acquired
• To identify gaps or weaknesses in knowledge
or skills
• To serve as a summation or review
• To develop new relationships among concepts
and principles

19. Guide Questions in Evaluating
Contrived Experiences
• Is the model or mock up necessary or you can
make use of the original?
• Could some other device such as a
photograph or chart portray the idea more
effectively?
• Is the idea appropriate for the representation
in a model? (Is too elementary? Too
complicated?)

20. Guide Questions in Evaluating
Contrived Experiences
• Are important details of construction
correct?
• Could wrong impressions of size, color,
and shape result from using this model?
• Does the model oversimplify the idea?
• If it is workable, will it stand up under
frequent use?

21. Guide Questions in Evaluating
Contrived Experiences
• If it is to be made by students, is the model likely
to be worth the time, money and effort involved?
• If it is purchased, will the model be used often
enough to justify its cost?
• Will the model act as a stimulus to further
learning?
• Does the stimulated procedure reduce the
amount of instruction required to master the
desired skills, attitude and information?