Disciplines: Integrating Technology in Simulations
Health Sciences
A combination of different high-fidelity and low-fidelity simulators are used for teaching technical and non-technical skills to healthcare professionals. Khan et al. (2012) describes the use of such multimodal simulation programs for the training of urologists. Virtual reality simulators, robotic simulators and bench-top synthetic models are used for the training of technical skills of surgery, where the trainees had the scope of practicing surgery repetitively on the simulators. Interactive human patient mannequins are used to run different scenarios to train urologists on non-technical skills (decision-making, communication and team-working skills).
Social Sciences
Technology can aid to run simulations which require a longer time frame, and continuous connectivity among the participants. Gehlbach et al. (2008) introduces a five-week long web-based simulation where the students negotiated treaties on current world issues. During the simulation, students interacted through synchronous 鈥樷�榣ive chat鈥欌�� conferences and through asynchronous email correspondences. SIMCON, a simulation controller, moderated all the communications, monitored the civility of the student interactions and ensured that no premature agreements were made.
Natural Sciences
Computer-based simulations in chemistry courses allow students to explore complex chemical phenomena, visualize particles at molecular level, perform chemical experiments in a virtual chemistry lab, and troubleshoot with complex chemical processes. Moore et al. (2014), examines the use of PhET, an interactive computer-based simulation for teaching molecule polarity. PhET allowed students play around with atomic structures to learn about molecule polarity and geometry. A guided inquiry activity in PhET was shown to increase active participation and interactive discussion.