Exploratory Learning With A Computer Simulation

Exploratory Learning with a Computer Simulation

Impact of Free Vs. Guided Exploratory Learning Via Interactive Computer Simulation on Students' Learning

Computer simulations are increasingly recognized as educational tools that facilitate students' learning in a safe environment. However, the way in which the simulations are used can have considerable impact on learning outcomes. Some have argued that exploratory learning is an effective strategy for learning new materials; but others have expressed concern that allowing free exploration may result in less efficient, or even inaccurate, learning and therefore encourage more guided exploration. The purpose of this research is to compare learning outcomes of nursing students in a critical care course when using an interactive computer simulation designed to teach fundamentals of oxygenation management under two exploratory learning methods (free versus guided exploration). The conceptual framework for the study was derived from the Informatics Research Organizing Model. The experimental study used a pretest-posttest design. Students in an existing or just finished critical care course were invited to participate in the study. Following a pretest that included a paper and pencil assessment of students' oxygenation management knowledge and two computer-generated clinical scenarios, students were encouraged to learn about the simulation using either guided or free exploration. The Guided Exploration group was given tasks to achieve, while the Free Exploration group was asked to learn about the instructional oxygenation management simulation without any specific tasks. Students then completed a posttest that was identical to the pretest with the addition of one novel clinical scenario to assess knowledge transfer. The results of data analysis using paired t-tests showed no significant differences in learning in the post test for the total group. The independent t-test showed no differences in the mean score between the Free and Guided Exploration groups.

Simulation-Based Experiential Learning

In October of 1992 an assembly of researchers in simulation and computer models for instruction convened in Bonas, France, to learn from one another in a non-automated environment. The event was the Advanced Research Workshop entitled The Use of Computer Models for Explication, Analysis, and Experiential Learning. Sponsored by the Scientific Affairs Division of NATO, this workshop brought together 29 leading experts in the field loosely described as instruction and learning in simulation environments. The three-day workshop was organized in a manner to maximize exchange of knowledge, of beliefs, and of issues. The participants came from six countries with experiences to share, with opinions to voice, and with questions to explore. Starting some weeks prior to the workshop, the exchange included presentation of the scientific papers, discussions immediately following each presentation, and informal discussions outside the scheduled meeting times. Naturally, the character and content of the workshop was determined by the backgrounds and interests of the participants. One objective in drawing together these particular specialists was to achieve a congress with coherent diversity, i.e., we sought individuals who could view an emerging area from different perspectives yet had produced work of interest to many. Major topic areas included theories of instruction being developed or tested, use of multiple domain models to enhance understanding, experiential learning environments, modelling diagnostic environments, tools for authoring complex models, and case studies from industry.