Learners can control the order and the selection of information established by a multimedia learning environment, where they explore the material in multiple ways. Any multimedia environment in which the structure of the linked multimedia objects (text, graphics etc.) provide learners to navigate through application then the multimedia becomes hypermedia. Thus, virtual simulations combine characteristics from multimedia and hypermedia. A hypermedia interface allows users to communicate with computer-based application, as it can support, for example, multiple layers of annotations. The main difference between animation and virtual simulation is that the latter is based on mathematical models which generate a phenomenon, technique etc. from the reality, while in animations designers create frame by frame an animated graphic (Limniou, 2012).
Simulations provide learners the opportunity to manipulate input values of variables which describe the system, observe their effects on output displays and manipulate the simulated world as the real one.
Simulation-based learning is particular beneficial as it (Chang, Chen, Lin & Sung; 2008):
- provides background knowledge;
- helps learners to make hypothesis;
- helps learners to conduct experiments;
- helps learners to interpret data; and
- helps learners to regulate the learning process.
The use of virtual simulation in science, medical and engineering education is extensively, as physical experiments and equipment are expensive and many times their educational use is prohibitive in a learning environment. Examples for virtual simulations designed by Dr Maria Limniou: Ostwald Viscometer, Falling Ball Viscosity, UV-Vis Spectrophotometer, pH Titration and IR Spectra interpretation.
During the past decades teachers are delivering a virtual simulation to students by using web-based technology providing them the opportunity to access learning material from anywhere and anytime (Byrne, Heavey & Byrne, 2010). Web-based simulations began shortly after web browsers became readily available (web browsers play an active role in the modelling or simulate process either as a mere graphical interface or additionally as a container for the simulation numerical engine).
References
Byrne, J., Heavey, C. & Byrne, P. J. (2010). A review of Web-based simulation and supporting tools. Simulation modelling practice and theory, 18(3), 253–276.
Chang, K. E., Chen, Y. L., Lin, H. Y. & Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers & education, 51(4), 1486–1498.
Limniou, M. (2012). From present to virtual classroom: A review of the influence of ICT on education. In S. Abramovich (Ed), Computers in Education, New York: NOVA Science Publishers. ISBN: 978-1-62100-621-3, pp. 93-119.
Virtual Simulation by Maria Limniou is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Computers in Education and not only 