Many students struggle to see how they will apply their studies in the real world. By using simulation technology--a teaching method that uses virtual models of real-world scenarios--instructors can provide immediate, immersive problem situations and promote student engagement withoutreal consequences.
The What Works Clearinghouse (WWC) practice guide Using Technology to Support Postsecondary Student Learning recommends that teachers "Use simulation technologies that help students engage in complex problem-solving." Computer simulations, game-based learning, and virtual reality environments allow students to practice new skills in multiple scenarios without the constraints of typical field activities. With the emergence of new technology like generative artificial intelligence (Gen AI), educators have even more opportunities to create tailored and adaptive simulation technology for their courses. How can you bring simulation technology into your postsecondary classroom? Here are five questions to guide you through the process.
- What simulations may be appropriate for the content I'm teaching?
"I usually think of simulations as being for science and math classes. But now, I can imagine what simulations might look like in other content areas."
- — Instructor, regarding Recommendation 5 professional learning led by REL Northwest
Simulation technology isn't restricted to one content area or to "high-tech" systems. Instead, simulations can be any instructional scenarios that immerse students in an environment with interactive, problem-based learning experiences. In a simple case, a standard slide deck can transform into a choose-your-own-adventure simulation. More comprehensive simulations can be used to introduce complex and tailored situations, such as in the context of community public health. In an activity described in the practice guide (page 49), health behavior instructors used an internet-based platform to simulate a community disease outbreak. Students acted as mock public health officials and tested intervention strategies in a series of critical thinking challenges throughout the semester.
To avoid potential challenges of the open-ended nature of simulated learning environments, look for activities that offer clear instructions and help features for both students and instructors. The collection of simulations accessible via the web is growing daily. For science and math instructors, the University of Boulder Colorado's PhET Simulations explore a wide variety of simulations in chemistry, biology, earth science, physics, and mathematics topics. For instructors across disciplines, Merlot.org provides access to a broad range of simulations including the Economic Policy Simulator and the California Budget Challenge (see diagram).
This diagram from the WWC practice guide (page 49) highlights key features of one online simulation tool, the California Budget Challenge.
- Are simulations the right fit for my course?
Simulation technologies open many new learning possibilities--but how can you integrate them into existing courses? First, the WWC practice guide recommends identifying whether your course is suited for the problem-based learning activities used in simulation technology. Consider what you and your students might gain from simulation technology:
- Will problem-based learning help students better understand or apply the course material?
- Could this technology free up resources and time typically spent planning and executing case studies or field projects?
If you answer "yes" to both questions, simulation technology could be a valuable addition to your curriculum.
Try blending course content and problem-solving simulations--for example, assigning pre-work so that students are ready to use the simulation in class, or reserving class time for reflecting on and evaluating at-home simulation experiences. - Can I use artificial intelligence for simulation design?
The advent and availability of generative artificial intelligence (Gen AI) has revolutionized the way simulations can be designed and implemented, making the process far more accessible to educators without extensive technical expertise. Use Gen AI to create detailed, dynamic simulations that adapt to various educational contexts, reducing the time and skill required for traditional simulation design.
This technology, in the form of chatbots is especially useful in simplifying simulation creation for educators that includes the following features:
- Automated content generation: AI chatbots are especially useful because they automatically generate scenarios that are realistic and varied and can be based on pre-set guidelines. For instance, in a customer service training simulation, a chatbot can dynamically generate conversations with different customer profiles, complaints, or product issues, ensuring that no two sessions are exactly alike. This flexibility enhances the learning experience by exposing users to a wide range of situations, making the simulations more robust and engaging.
- Adaptive learning environments: AI chatbots can adapt to a user in real-time, adjusting the simulation's complexity or focus based on the user's inputs. For example, in a medical training simulation, a chatbot can offer more detailed questions to a learner who is progressing quickly or slow down the pace for someone needing more practice. This adaptability means that users can be challenged at an appropriate level, promoting more effective learning and skill development.
- Interactive feedback: AI chatbots can provide tailored feedback by analyzing the user's performance throughout the simulation. After completing a scenario, the chatbot could offer personalized advice on areas of improvement or reinforce positive behavior. For example, in a negotiation simulation, the chatbot might point out specific ways the user demonstrated strong negotiation skills or suggest alternative approaches where they struggled, helping users understand their strengths and areas for growth.
Instructors can build simulations in popular large language models using templates like those from Ethan and Lilach Mollick's Instructors as Innovators paper. Or they can use emerging platforms like PlayLab.ai, designed especially for educators, which allows users to remix existing chatbots and customize them with their courses content and context, or to start from scratch, making use of built-in prompt templates and integrated AI prompt assistance.
Though the potential of Gen AI in education is immense, the research on its long-term impacts and efficacy is still emerging. If you use Gen AI, you will need to engage with it thoughtfully to safeguard privacy, avoid perpetuating biases, address other risks, and consider what additional pedagogical and social supports to provide your students.
- How should I introduce simulation technology?
Simulations may intimidate students (and even instructors) who haven't used them before and aren't sure what to expect. Ease uncertainty and prepare your class by sharing clear expectations for student outcomes and how the technology works.
To introduce students to the technology, use pre-work or in-class time to teach students how to use the simulation and how to get help if any issues come up. Let students know that there might not always be one right answer to the problems in the simulation. Students should feel safe to try different solutions, and teachers should help them think about what they can learn from any mistakes. With a fun and immersive simulation, students should be excited to jump in.
- How do I evaluate effectiveness?
Once you implement new simulation technology in your course, you may need to develop new methods of evaluating students' progress (and the technology itself). Simulation technologies are centered around complex problem-solving and don't typically have an easy answer key--students must come up with their own solutions. You can support both student learning and evaluation by asking students to reflect on their learning after the simulated experience. For example, class discussions or tools like rubrics help students think about what they have learned and the challenges they have faced.
After running a simulation for the first time, you can weigh the pros and cons of using this technology and consider whether another program or learning approach would better help students tackle complex problems in the future. You may need to make a few changes, but with the right planning and preparation, you will find the right technology for your class.
Additional Resources
- Download the Using Technology to Support Postsecondary Student Learning practice guide and read more about Recommendation 5 on pages 47-52.
- Read previous REL Northwest blogs about Recommendation 1: Using communication and collaboration tools effectively, Recommendation 2: Selecting digital resources, Recommendation 3: Using technology to support self-regulated learning, and Recommendation 4: Using technology for classroom feedback.
- Download the Leveraging Technology for Student Success framework to learn more about classroom technology
- Read more about Gen AI tools and recommendations for research in Ethan and Lilach Mollick's paper Instructors as Innovators: A future-focused approach to new AI learning opportunities, with prompts
- Subscribe to our newsletter, reach out via email, follow us on X (formerly Twitter), and visit our website to learn more about REL Northwest.
