Learning By Simulation Is Not The Real World

Think about the last time you sent a text in order to communicate with another person. You may have been under the impression that you were talking with someone, but in reality you were simply pressing down on your phone and watching the pixels on the screen move. According to Jean Baudrillard’s ideologies, you were the mere product of a simulation. In “Simulacra and Simulations” and “Simulacra and Science Fiction”, author and sociologist Jean Baudrillard explains this phenomenon by exploring the concept of simulacrum and simulations. Baudrillard argues that we live in a simulation that is more real than reality, and thus no longer even bears a resemblance to reality. In other words, the reality we think we know is really just an illusion. One movie with an exceptional amount of parallels to Baudrillard’s ideologies is The Matrix, directed by the Wachowskis. Many people believe that foundation of The Matrix’s plot is based off Baudrillard’s philosophies, however this has been met with numerous counterarguments. While The Matrix’s plot may correspond with many Baudrillard’s beliefs, it is my belief that The Matrix is not solely based on Baudrillard’s works but instead incorporates ideas from a variety of different sources.

Uncertainty of what seemed the clear distinction between the simulated and the real: No clear line between the artificial and the real

This idea is represented in the matrix by “The Desert of the Real” and the motifs of mirrors throughout the movie. The reflections represent the confusion toward the blurred line between reality and simulation. Similarly, this idea of the blurred line between reality and simulation is reflected with Cypher’s conversation with Agent Smith. A firm believer in the theory “ignorance is bliss”, Cypher prefers the ‘happier’ simulated life to the truth facing him. By emphasising this simulated environment, the Wachowski brothers allow us to analyse our own dependency on technology for our lives. Similarly, Card analyses this idea of human kind living in a simulacra in his novel Ender’s game. Not knowing the truth, Ender is deceived by his military superiors into believing that the real battle against the buggers was simply a computer game. “Real. Not a game.” After this sudden revelation, Ender cannot cope with his existence, and only finds redemption in religion. In both texts, the composers use textual forms to highlight the idea that computers are used to create a simulation which absorbs the user, hiding them from the realities of life.

In his article, The Precession of Simulacra, Baudrillard establishes simulation as a copy of an original or otherwise reality. This concept is even apparent in the title, The Precession of Simulacra, since precession is something that precedes or comes first, and a simulacrum is an image or representation of something else; in that sense, the title literally states that an image precedes its original. Thus, Baudrillard argues that simulation adopts a reality effect in which the viewer’s view of the real world is skewed and this notion is easily seen throughout the CSI episode of “The Living Doll.”

ABSTRACT: Underlying the current debate between simulation theory and theory theory is the assumption that folk psychological explanations of behavior are causal. Simulationists Martin Davies, Tony Stone, and Jane Heal claim that folk psychological explanations are explanations that make sense of another person by citing the thoughts important to the determination of his behavior on a given occasion. I argue that it is unlikely these explanations will be causal. Davis et al. base their claim on the assumption that a certain isomorphism obtains between the cognitive mechanisms of human beings. Investigation into the nature of the isomorphism required reveals that it

However, to replace a traditional educational aspect of nursing with simulation would not be ideal. The simulations are practice but they are not actually real, with real patients in the real world. The real world with real patients has its own set of limitations, time constraints and learning outcomes. While Gaberson, Oermann and Shellenbarger address that there are high fidelity simulators, they are still not going to be the real thing

Throughout this course, I received exposure to valuable lessons that I can use in my clinical practice of patient care. One experience generated the greatest impact in my ability to provide safe, high-quality patient care – lab simulation. Lab simulation stands as a technique that “allows the educator to control the learning environment through scheduling of practice, providing feedback, and minimizing or introducing environmental distractions” (Durham & Alden, 2008, p. 222). Simulation is a technique used to prepare students for real experiences in clinical practice; simulation stands as an opportunity for students to provide nursing care in a simulated, safe environment. From personal experience, I can claim that lab simulation positively impacted me in various mannerisms – increased my confidence, assisted in my stress management skills, improved my care management of a patient, transferred my skills learned in the simulation to the clinical setting, improved my communication skills, and enhanced my critical thinking abilities.

Our engaging simulation allows students to both compete and cooperate with each other in a multiplayer game that is partially physical. Students experiment with different government set-ups and solutions to social and physical issues without real life consequences. Students are incentivised by their own small businesses and own their creations in the game. Shared objectives (Pandemic style) to keep the virtual people healthy and happy are hard to achieve but require teamwork to meet common objectives. Students have an emotional investment in the outcome of their cities and companies, similar to role playing, but the role you are playing is as yourself. Although not on-par with commercial graphics and action we exceed in social engagement, strategy, complexity, and time on task (school time) unlike many games on the market today.

Simulation in the field of medicine and nursing has become a significant function of education for students and practicing healthcare providers (Aebersold and Tschannen, 2013). Also, the Institute of Medicine (IOM) recommends simulation as a strategy to support nurses in the ongoing accomplishment of knowledge and skills as well as interprofessional education. The activities of simulation also mimic the reality practice when training is too expensive, rarely occurs, or cause an unnecessary risk for patients (Billings and Halstead, 2012). Furthermore, simulation promotes critical thinking, problem-solving, clinical reasoning and diversity of care in a non-threatening environment (Billings and Halstead, 2012). Therefore, it is essential to prepare

My role in the simulation activity was a homeless male with a 8 year old son. I felt overwhelmed being homeless. I had nothing to work with no money, no bus passes. I ended up asking others around me for help. Thankfully, I found a retired gentle man who gave me his last $10, which I was able to use to purchase bus passes. The good thing was my child could go to school, eat breakfast, and lunch. I learned that others are why more resourceful than I am. Others were stealing and they were able to get ahead. I tried to do things the “right” way and I was still in the same place when the stimulation ended.

A simulation in which a person is placed into a scenario or situation and is directly responsible for the changes that occur as a result of their decisions. Simulations are in way, a lab experiment where the students themselves are the test subjects. They experience the reality of the scenario and gather meaning from it. It is a strategy that fits well with the principles of constructivism.

Artificial nature is a special sort of human nature that is designed to execute different jobs. From simulations to artificial intelligent operating systems, these are technologies that are made by humans to help humans. Simulations help us search ourselves in ways that can be otherwise bothersome in real life. A simulation like how Turkle puts it “is a place to explore the self” people can experience what it would feel like if we choose a different pass than the one they have. A simulation can’t of course count for all consequences of people’s actions in real life, nevertheless, it can be a good estimate of what it would be similar to. Simulations can also create human connections that were not possible before, like for example, an internet

The evolution of the World Wide Web, recent developments in interactive software, and the emergence of systems thinking provide a unique opportunity to create interactive, web-based simulations that address student learning. This topic explores current theory of mental model formation and its role in student understanding. It describes the potential of computer simulation to enhance student learning, defined as a change in a student’s mental model. As web-based simulations are newly emerging, further discussion is provided in hopes of exploring the opportunities.

The outcomes of the simulation are not determined by chance or luck. Instead, participants experience consequences that follow from their own actions.

Second Life amplifies learning beyond capabilities afforded by teleconference calls and web presentation tools. It also creates an avenue for field trips inside virtual organs, machines and other environments that go far beyond the limits of traditional learning spaces. Training simulations are also incredibly powerful in Second Life because they simulate complex, processes in the physical world and avatars can take on different roles to enhance learning.