Introduction
Simulation is a displaying system that contains instructional fundamentals which allow the learners to interact and understand reality by playing, navigating, and exploring the gaming software to acquire in-depth information. It is essential for content that could not be easily obtained through simple experimentation (Lam et al., 2019). The model aims at acquainting and equipping the users with massive knowledge and skills such as proper decision-making, solving technical problems, and developing attitudes such as persistence.
Features of Simulations
Virtual Reality (VR)
VR element is important, especially in engaging students to develop cognitive perception. It allows the learner to participate in the performance of a given task to acquire relevant experience, as the individual remains safe (National Research Council, 2011). The feature promotes the ability to remember and comprehend the visual details of the experiment. It also improves the capacity of individuals to adapt to stressful conditions and enhances emotional management. VR is suitable for advancing the performance of students through repeated training in case the learner did not capture and understand easily the technical periods or the required concepts.
Different Levels
Most of the software models are made in such a way that students can practice the game from a lower level or start navigating from a simple step and then advance to a more complex stage. The existence of various phases makes the students gather basic information from the beginning that would later enable them to transform and understand the technical periods easily. Progress from one level to another increases their understanding of the overall system. The hard stages in the simulation would allow the person to apply the intended skill to pass them.
A Server that Adds Several Players
Multiple participants in the game create room for competition. Most students will strive to use their knowledge to beat their competitors in the game. The motive of becoming the winner will generally influence the learner to pay keen attention to the simulation processes, therefore, getting useful skills and attributes that would improve their performance. Many players bring their worldview, which makes the contestants relate to the game from an external or real-world point of view.
Full of Data
The gaming software is fitted with adequate information that directs the learner on what next or how to play or the guide on how to play (demo). Furthermore, students can easily assess their performance level, which allows them to evaluate their understanding of the game. With the analysis at hand, learners can employ various techniques to raise their general performance. The variety of data makes the simulation platform more attractive to the students. Additionally, game language also influences the understanding of the instructional simulation, which can boost the experience gained.
Simulation and games for students with special needs
Simulations allow the tutors to insert the best ways in which the learners could easily imitate roles and conditions that students with disabilities undergo to create understanding and insight into their problems. The teacher should recognize the weakness of every learner to determine the type of simulation that will be appropriate (Fink, 2012). The awareness will make the explainer focus on the content, process, and product depending on whether the student has an auditory or visual impairment.
Feedback about the video tutorial
Generally, the use of video tutorials as a learning mechanism makes the students keen and attentive throughout the presentation. The video content and interface display are appealing. The learners’ concentration was much improved during the session.
References
Fink, J. L.W. (2012). How educational apps, video games, and cell phones are changing summer reading. Summer Reading Goes High Tech.
Lam, J. T., Gutierrez, M. A., Goad, J. A., Odessky, L., & Bock, J. (2019). Use of virtual games for interactive learning in a pharmacy curriculum. Currents in Pharmacy Teaching and Learning, 11(1), 51-57.
National Research Council. (2011). Learning science through computer games and simulations. National Academies Press.