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Building the Wrong Simulation: Matching Instructional Intent in Teaching Problem Solving to Simulation Architecture
Wellesley R. Foshay

This paper proposed that the design dimensions of fidelity/size, rules/goals, representation complexity, media production values, coaching/scaffolding/feedback, and scale are the design dimensions which most directly affect the cost-effectiveness tradeoffs in instructional simulation design. By extension, they probably can be generalized to other types of open-ended learning environments including games, microworlds, goal-based scenarios, and the like. It is not universally true that “more is better” along these dimensions. The paper also proposed that Widman and Loparo’s four-level modeling process for simulations can be generalized to instructinal simulations, and probably to design of other types of open-ended learning environments.

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