SIMULATION-BASED TUTORIALS ARE PART OF AN EVOLUTION IN EDUCATIONAL MULTIMEDIA. As online education becomes more popular due to many Americans' time-strapped, 24/7 work week, it is more important than ever to bring the learning environment to consumers, through a simulation . But how well do they help students learn and practice skills? This article will define simulation and transfer , and review research that supports their effectiveness.

"Simulation"is a catch-all term for several different tutorial type programs. However, these programs fall into two catergories: experiental and symbolic. 

Experiental simulations place the learner in a particular scenario and assign the user a role within that scenario. The user takes on the role and responsibilies in a virtual environment. As a result, the user gains valuable problem solving and decision making skills. Related to experiental simulations is Problem-Based Learning, used in many medical schools.

On the other hand, symbolic simulations depict the characteristics of a particular population, system or process through symbols; and the user performs experiments with variables that are a part of the program's population. Symbolic simulations present the user with a scenario. The user then formulates a response to the situation and receives corrective feedback. Many computer based training programs include this type of simulation.

Our ability to apply stored knowledge is something many of us take for granted. There are two types of skills, near and far, that we transfer.

Near transfer skills are mostly associated with procedural tasks such as driving, while far transfer skills are applied to changing situations. Near and far transfer are illustrated the animated gif sequence above. 

Near transfer skills can also be applied in two similar situations, such as giving a person mouth to mouth resuscitation and blowing up a balloon as seen below. On the other hand, a person whistling with her or his fingers or playing a flute will be applying far transfer principles of cpr.

Several researchers examined emerging technologies to gage the impact on near and far transfer skills. A 1991 study found that students improved their problem solving abilities when they practiced solving problems within the culture that they exist. Another study demonstrated that by managing available data and performing requisite transformations and calculations, computers can augment the learner’s problem-solving capabilities. Yet another study, with seventh and eighth grade science students, illustrated the power of the computer to highlight abstract relationships and concrete events. Over a three month period, these students changed electronic sensors into graphical depictions. This helped them to build a bridge between the symbolic and real world.

Researchers also studied how emerging technologies affect transfer of learning. A ground-breaking study in 1991 indicated the great potential of emerging technologies to support the transfer of learning. In the 1991 study, a computer microworld was used to simulate symbolic, physical phenomena in varying ways. When high school students interacted with this simulated environment for less than an hour, they were able to grasp key principles and their test performance improved. 

Before learning occurs skills and application of skills are evenly balanced. But during the learning process, skills dominate. After learning occurs, application takes the lead. But eventually skills and application unite.

Other related articles in the EET:
Instructional Simulations: An Overview
Transfer of Learning-defines near and far transfer and provides examples
Problem-based Learning explores a practical application of simulation-based learning 

Simulation based learning is an effective way to learn and apply skills quickly. Experiental and symbolic are two types of simulations. Studies on emerging technologies have shown that computer-based learning enhances problem solving and decision making skills. And studies on transfer of learning show that simulations are as or more effective in promoting transfer than traditional methods of instruction.

Deborah Farber, Student 。Instructional Technology Certificate ，San Diego State University