Simulations can be effective for adult learning by engaging students through direct experiential learning without needing physical space. When using simulations, it is important to evaluate content, immersion, interactivity, communication, and choose simulations appropriately based on learner characteristics and relevancy. Facilitators must consider physical space, provide feedback, and enable reflection. Problems can arise if simulations lack realism, engagement, application, or reflection. Outcomes are best assessed for both near-term and long-run impacts.

1. Using Computer-Based Simulations with Adult LearnersJennifer ForemanUniversity of Connecticut

2. Goals for this presentationWhen simulations can be used effectivelyHow to evaluate simulation exercisesRole responsibilities Problems with simulationsAssessing learning outcomes of simulations

3. Why simulation?Engages students with direct experiential learning Reduces need for direct instruction and physical space requirements of traditional learning arrangementsEnables approximation of situations that may be too rare, dangerous, or expensive to be actually undertaken (Cannon Bowers & Bowers)

4. What to look for in simulation-based training experiencesContentImmersionInteractivityCommunicationSource: Current Issues and Future Directions in Simulation-Based Training (Bell, Kanar & Kozlowski, 2008)

5. Facilitator Responsibilities in SimulationsAppropriate method choicePhysical space considerationsLearner characteristicsRelevancyFeedbackReflection

6. Problems that may ariseCost/benefit tradeoff of developing computerized training simulationsLack of realism of simulationLack of learner engagementLack of emphasis on application and reflection

7. Assessing OutcomesNear-term outcomesLong-run outcomes

8. Final Thoughts on Simulations