Digital simulations and models offer an artificial instructional technique that can be used to offer learners exercise specific teaching skills and learning environments which support educators’ intuition and instincts about best practices. Digital simulation and models offer a virtual learning environment that is designed to support learning and teaching in an educational setting. Digital simulations will help to advance the quality of education because it offers a multistage problem-solving method. Simulation tools have found different advantages and successes in education, being used for training, teaching, and testing apps. This documentation will analyze digital simulation and models and look at how these tools are used to advance education. The use of simulation and modeling began in the field of mathematics and quickly spread into different industries ranging from manufacturing to healthcare to entertainment (Kirkman et al., 2014). Aside from this, digital simulation and models have advanced learning in fields such as computer science over the past few years. As computer technology continues to develop and improve, the simulation will grow and become more immersive and will advance applications in education. The use of simulation within education has been revolutionary because it offers more benefits when compared to traditional teaching methods. Digital simulation and models are able to exhibit abstract concepts which allow for interaction between the prototype and the user and offer feedback which will enable the use to improve their skills and knowledge (Hamstra et al., 2014). Aside from this, simulation is cost-effective over the long term. Digital simulation and modeling also help learners to transform an abstract concept into interactive visual content which in turn makes it easier for these students to understand the relationship and performance of various system parts (Cook et al., 2013). Learners are now able to familiarize with the environment and the equipment. There is a broad range of scenarios which are available for students to experiment in, for example, emergency events, so that they are able to implement appropriate processes when these evens happen in the real world (Kirkman et al., 2014). Learners are able to strengthen theoretical knowledge with hands-on-training through a simulation model, offering a comprehensive comprehension of the materials. Simulation tools may be used to track learner’s progress and offer consistent feedback, which can help in developing skills. These simulation tools can be used to offer targeted skill development, learners may choose which skills to progress on and receive specific training resources, and educators may also regulate the content. Simulation tools offer also offer training materials may be easily modified, developed, or updated, and training can be performed regardless of place or time (Hamstra et al., 2014). For students, the inability to gain access to physical training equipment does not offer any hindrance because simulated equipment are available and accessible. In the long run, simulation-based technical training is cheap in the long term; however, the initial cost of setting up simulation tools. Setting up simulation models and other scenarios which are used in training require a high level of knowledge and expertise (Kirkman et al., 2014). Simulation tools help to save money by improving the rate of skill development, which decreases training time with physical tools. This helps to reduce machine downtime and decreases the effect on work productivity. In addition to this, these tools help students to experiment and train in a controlled and safe environment which helps to avoid the likelihood of damage to that expensive equipment (Cook et al., 2013). Simulation tools are also reusable, and this helps to reduce the cost of a program or course. Overall, with technological advancement, digital simulation tools will continue to offer achievable and immersive training scenarios which will help to make them an inexpensive and indispensable educational tool. A lot of research indicates that the use of digital simulation and models has helped to improve learning. The effectiveness of a simulation largely depends on the accuracy of the simulation. Though developing digital simulation models are difficult to create, they help to offer significant feedback to the student in real-time when realistically and accurately constructed (Kirkman et al., 2014). The effectiveness of simulation models will also vary depending on the type of task being studied. There are a number of aspects of simulation modeling, which make it effective in education and training, and they include the addition of multimedia and also the availability of instant feedback (Hamstra et al., 2014). These factors add to the interactivity of the situations and can also aid users to remain active in exercises. Overall, simulation and modeling tools have evolved greatly since their inception and have been integrated into different industries and fields. Their application in different industries has greatly aided efforts aimed to improve education and training. Currently, simulation technology has applications in training, teaching, and assessments across various industries, and its use will only work to improve education and create more immersive and realistic models which offer learners with the valuable and rich learning experience. With current technological advancement, digital simulation and modeling will continue to play a vital part in advancing the quality of learning for many students.
References
Cook, D. A., Hamstra, S. J., Brydges, R., Zendejas, B., Szostek, J. H., Wang, A. T., ... & Hatala, R. (2013). Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis. Medical teacher, 35(1), e867-e898. Hamstra, S. J., Brydges, R., Hatala, R., Zendejas, B., & Cook, D. A. (2014). Reconsidering fidelity in simulation-based training. Academic Medicine, 89(3), 387-392. Kirkman, M. A., Ahmed, M., Albert, A. F., Wilson, M. H., Nandi, D., & Sevdalis, N. (2014). The use of simulation in neurosurgical education and training: a systematic review. Journal of neurosurgery, 121(2), 228-246.
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