Simulations are forms of experiential learning in which students are assigned a real-world scenario/setting structured to provide them with opportunities to apply their skills.
Simulations can be used to teach new content from the outset of a unit or to advance existing knowledge by applying what you know to real-world situations.
A simulation is a situation constructed/identified by the instructor to address a real-world issue. Students immerse themselves in the scenario and work (in-person, online, or virtual reality) to address/resolve the real-world issue or problem presented in the simulation. While working, students try-by-doing, apply critical and abstract thinking, build their knowledge through experience of real-world problems, and make growth in knowledge and skills identified in curricular objectives.
Center for Teaching and Learning: Astronomy Simulations: Columbia University
Center for Teaching and Learning: Simulation as a Teaching Strategy: Kent State University
Open Educational Resources: Simulations and Virtual Labs: Colorado School of Mines
Open Educational Resources: Virtual Labs and Simulations: CUNY-College of Staten Island
PhET: Interactive Simulations for Science and Math: University of Colorado Boulder
Teaching for Learning: Simulations: University of New South Wales - Sydney
Teaching Resources Library: Management Simulations: MIT Sloan School
Teaching Strategies: Simulations and Role Play: Center for Teaching Excellence
I used a simulation in the policy class for the first year MSW students. During a unit on the economic and political contexts in which social policies reside, students learn a notable amount of history and details related to several current, federal, social policies. However, from the text, students don’t understand how deeply interrelated policy decisions and the federal budget are. The simulation Fiscal Ship (https://fiscalship.org/) allows students to work toward policy initiatives but do so within the framework of the fiscal environment.
Briscoe, P. (2024). Poverty simulation with teacher candidates to increase awareness about poverty. Journal of Experiential Education, 47(1), 6–28. https://doi.org/10.1177/10538259231168132
Castillo, A. I., Roos, B. H., Rosenberg, M. S., Cartwright, R. A., & Wilson, M. A. (2022). Genie: An interactive real-time simulation for teaching genetic drift. Evolution: Education & Outreach, 15(1), 1. https://doi.org/10.1186/s12052-022-00161-7
Chernikova, O., Heitzmann, N., Fink, M. C., Timothy, V., Seidel, T., & Fischer, F. (2020). Facilitating diagnostic competences in higher education: A meta-analysis in medical and teacher education. Educational Psychology Review, 32(1), 157–196. https://doi.org/10.1007/s10648-019-09492-2
Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-based learning in higher education: A meta-analysis. Review of Educational Research, 90(4), 499–541. https://doi.org/10.3102/0034654320933544
Putney, J. M., Levine, A. A., Collin, C.-R., O’Brien, K. H. M., Mountain-Ray, S., & Cadet, T. (2019). Teaching note: Implementation of online client simulation to train and assess screening and brief intervention skills. Journal of Social Work Education, 55(1), 194–201. https://doi.org/10.1080/10437797.2018.1508394
Samaras, S. A., Adkins, C. L., & White, C. D. (2022). Developing critical thinking skills: Simulations vs. cases. Journal of Education for Business, 97(4), 270–276. https://doi.org/10.1080/08832323.2021.1932703
Tremblay, M., Leppink, J., Leclerc, G., Rethans, J., & Dolmans, D. H. J. M. (2019). Simulation‐based education for novices: Complex learning tasks promote reflective practice. Medical Education, 53(4), 380–389. https://doi.org/10.1111/medu.13748