learnability matters

Today, simulations are the buzz word in the elearning scenario. While learner dropout is still high in elearning courses and elearning industry is trying very hard to engage its learners, there are several instructional approaches used to engage learners and increase retention. One such approach is simulations.

Why simulations?

The main purpose of using simulations is to make the learning experiential. The learner can actually participate in the course. Learning simulations put the learner in an environment very similar to real life situations. The learner gets an opportunity to try all possible outcomes. The impact of negative and positive feedback in simulation is very powerful. This is because the consequences in most cases are immediate. If the learner makes a wrong decision, he or she can go back and see what would happen if he or she had made the right decision.

How are simulations in elearning different from simulations in games?

Learning simulations are designed with the learning outcomes or objectives in mind. Let us look at the differences.

• Learning simulations are designed with learning as the end objective, whereas games are designed for entertainment.
• The skills taught in the learning simulations can be directly linked to the learning objectives. The skills acquired in games help reach the ultimate goal. For example: In the case of Prince of Persia, the ultimate goal is to save the princess. During the game, the learner learns how to jump, use a sword to fight, drink health potions, find the way out, and so on. In a learning simulation such as Dealing With Conflict at the Workplace for managers, the focus will be on understanding the meaning of conflict, identifying it in day to day situations, understanding the various approaches available to resolve conflicts, and to use the most appropriate approach to resolve a conflict situation.
• In games, the learner has to spend time learning the interface and the controls to proceed further. In learning simulations, on the other hand, the learner has to acquire a particular skill set linked to the desired learning outcomes. The interface is typically simple and easy to use.

What are the similarities between learning simulations and simulation games?

Both, learning simulations and games, have the following similarities:

• Throw a challenge: They both inspire the person to make choices; they get adrenaline flowing.
• Keep the learner engaged: They engage the learner to make decisions constantly; the person is actually thinking of decisions or choices for each situation.
• Increase in complexity. The degree of complexity steadily increases consequently increasing the degree of challenge for the person.
• Are theme-based. Both have an underlying theme, a story, or a situation within which the person operates in the game or elearning simulation.
• Are goal-based. Both have defined goals and sub-goals that the person has to achieve by the end of it.
• Have rewards-punishment. Both work on the models of rewards and punishments for the person whether as consequences, award points, feedback, or promotions in levels.
• Require extensive research and brainstorming. Creation of both require high degree of research and brainstorming. Designers ensure that the theme is water tight and have no loose ends.
• Raise curiosity. Both these approaches heighten curiosity…The person is keen on finding out what would happen next. He/she also is keen on knowing what would happen if I take this part instead of that.
• Are high impact. Both have a tremendous impact on the person. Both games and leaning simulations ensure that the person is actively engaged. Both typically involve interactions with people, characters, or a theme. Positive and negative feedback in both are dramatic and this tends to grab the person’s attention.

In a learning simulation, the environment within which the leaner is put should be carefully designed. The learner should be able to relate to the environment, the work culture, the situations and the people. The characters in the simulation adorn a personality. This makes the simulation more life-like. Retention of feedback is extremely high as it is shown as a consequence of the learner’s action. In simulation, the learner acquires new skills by doing.

When creating simulations, remember the following:

• Learner should be able to relate to the simulation.
• Ensure that there are no loose ends in your theme.
• Ensure that your focus remains on the learning objectives and doesn’t get overshadowed by the game elements.
• Consequences of the learner’s actions must be visible and obvious.
• Don’t hand-hold the learner.
• Ensure that all details that the learner requires are available upfront.
• Keep the interface simple and easy to use.
• Have logical breaks for the learner to take a breather.
• Ensure that the screen is not cluttered with text.

Where can you use simulations?

Simulations can be used for technical training, business management skills, and soft skill training. Technical training such as how to perform hip surgery can be designed such that the learner is actually in an operation theatre with the required tools, patient’s history, and a patient to perform the operation on. Business management skills such as performance management can include a team, a boss, tools to check performance, and a work environment. Soft skill training such as active listening can involve characters/people with different personality traits and several real life situations. Simulations typically cover objectives ranging from knowledge and comprehension to application of Bloom’s taxonomy. For example, if your course involves teaching employees to operate a nuclear reactor, you teach them the basics (such as what the controls are and how they work) and then ask the employees to apply these concepts (by actually practicing with the controls). If you want to test your learners’ prior knowledge and make them learn through practice, design simulations.

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