Simulations can be effective for adult learning by engaging students through direct experiential learning without needing physical space. When using simulations, it is important to evaluate content, immersion, interactivity, communication, and choose simulations appropriately based on learner characteristics and relevancy. Facilitators must consider physical space, provide feedback, and enable reflection. Problems can arise if simulations lack realism, engagement, application, or reflection. Outcomes are best assessed for both near-term and long-run impacts.

1. Using Computer-Based Simulations with Adult Learners Jennifer Foreman University of Connecticut

2. Goals for this presentation When simulations can be used effectively How to evaluate simulation exercises Role responsibilities Problems with simulations Assessing learning outcomes of simulations

3. Why simulation? Engages students with direct experiential learning Reduces need for direct instruction and physical space requirements of traditional learning arrangements Enables approximation of situations that may be too rare, dangerous, or expensive to be actually undertaken (Cannon Bowers & Bowers)

4. What to look for in simulation-based training experiences Content Immersion Interactivity Communication Source: Current Issues and Future Directions in Simulation-Based Training (Bell, Kanar & Kozlowski, 2008)

5. Facilitator Responsibilities in Simulations Appropriate method choice Physical space considerations Learner characteristics Relevancy Feedback Reflection

6. Problems that may arise Cost/benefit tradeoff of developing computerized training simulations Lack of realism of simulation Lack of learner engagement Lack of emphasis on application and reflection

7. Assessing Outcomes Near-term outcomes Long-run outcomes

8. Final Thoughts on Simulations