Learning By Simulation Is Not The Real World

874 WordsAug 28, 20154 Pages
Learning by simulation commences with a concrete experience, not factual but fictional. However, that experience happens, occurs and is experienced by real students in a real space, the simulation centre. Some suggest that an experience through simulation is not a concrete experience but a fantasy and that cannot be as good as reality. For example, Bleakley & Bligh, (2009) state that medical students miss out by learning by simulation since the absence of a real patient shapes a fake interaction between the two parts and this may mislead the learner into stereotypes that do not equate to real patients. Also, Ker and Bradley (2007) state that learning by simulation can never replace the real world but that it is an adjunct to all the other modes of learning. However, authors, such as Ulrich (1997) suggest that although simulation happens in a virtual environment, it produces a “real” reflective observation in the minds of the learners and that, for that reason, reflection on the experience is of more value than the nature of that experience. The ‘reality’ of simulation is supported by Pelletier and Kneebone (2015) in their study on simulation as games by stating that comparing simulation to a game does not mean to equate simulation to idleness but to go beyond reality. They add that in simulation the feelings can be manipulated and transformed which can be more positive than experiencing the mere reality. This leads me to think of simulation as serious a game. “Experience
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