This paper discusses, in general terms, when the use of computer based instructional simulation (CBIS) is appropriate, and offers suggestions on constructing an effective instructional simulation, placing a particular emphasis upon documentation. Two examples of simulation are given with descriptions of useful methods for evaluating CBIS.…

This paper discusses computer simulation as a tool for teaching about phenomena characterized by a problem to be solved, a task or goal to be reached, a procedure to be learned, or an environment to be understood. Simulation is defined and characterized by an examination of both the attributes that are common to simulations, and a taxonomy…

Argues that computer software designed for use in content areas also can be useful for reading instruction. (FL)

Written for developers of classroom simulation who may wish to transfer their skills to the computer medium, this paper describes the procedures for writing and developing an educational simulation on a computer. Steps in the procedure include conceptualizing the problem to be simulated, operationalizing the variables, examining pedagogical…

Describes the Financial System Simulator game, an Internet-based, interactive teaching aid that introduces undergraduate students to the domestic and international consequences of monetary policy. States that student surveys indicate the game keeps learners motivated and interested and helps them understand monetary policy. (JEH)

Seven microcomputer-based training systems with videotape players/monitors were installed to provide electronic counter-countermeasures (ECCM) simulation training, drill and practice, and performance testing for three courses at a fleet combat training center. Narrated videotape presentations of simulated and live jamming followed by a drill and…

This paper is designed to provide the educator with an overview of instructional applications of the computer, along with important issues related to each application. Applications discussed include computer managed instruction, drill and practice, simulation, computer assisted testing, instructional games, tutorials, problem solving, and…

Computer-enhanced simulation of models permits students to become subjectively involved in interaction with the computer. A method for developing a computer simulation is described, and three examples of computer simulations are given. (JN)

Provides a checklist of stylistic elements to consider when writing simulation programs for use in computer assisted instruction. Subtopics include setting simulation parameters, questioning the user, displaying the results, and overall simulation organization. (JJD)

Explains the three main concepts of the system dynamics approach to model building (dynamics, feedback, and systems) and the basic steps to problem solving by simulation applicable to all educational levels. Some DYNAMO commands are briefly described. (EAO)

Describes a project at Massachusetts Institute of Technology concerned with making computer-assisted instruction more "human," communicative, and interactive for students learning a foreign language. The goal of the project is to create prototypes for beginning and intermediate courses in French, German, Spanish, Russian, and English as…

Describes how microcomputers are used to teach science, mathematics, and computer literacy in a two-year course for secondary students in San Diego. Skills are reinforced through drill and practice, simulations, and program writing. Specific skills and the sequence in which they are taught are discussed. (AM)

Instructional design considerations involved in using level four videodisc systems when designing simulations are explored. Discussion of the hardware and software system characteristics notes that computer based training offers the features of text, graphics, color, animation, and highlighting techniques, while a videodisc player offers all of…

Two computer-oriented chemistry laboratory simulations are described. The material focuses on acid-base titration and an ideal gas simulation. (MP)

Identifies a Web site providing information about stock market simulations for high school economics courses. Divides the information into two tables: (1) the structure of online stock market games; and (2) the determination of portfolio values of online stock market games. States that changes and updates are available at Web sites. (JEH)