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Instructional simulation from a cognitive psychology viewpoint

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Abstract

The advent of the microcomputer has resulted in an increased interest in the design and use of instructional simulations. This type of simulation has the potential to enhance the transfer of learning by teaching complex mental and procedural tasks in an environment that approximates a real-world setting (Reigeluth & Schwartz, 1989). However, the microcomputer-based instructional simulations being produced today are often poorly designed from a psychological standpoint, and the learning environment they provide is ineffective at best. Information concerning how to specify and implement appropriate instructional designs for this type of learning medium is sparse (Alessi, 1988). This article presents implications gleaned from cognitive psychology which are important for the design of micro-computer-based instructional simulations.

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  1. the Armstrong Laboratory, Aircrew Training Research Division, in Mesa, Arizona

    Richard A. Thurman

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This work was conducted under work unit 11232515, Unit Level Training Research Applications. The United States Government is authorized to reproduce and distribute reprints for governmental purposes notwithstanding any copyright notation thereon.

The author is grateful to D. Andrews, L. Martin, J. Mattoon, C. Gerson, and two anonymous reviewers for their helpful insights and comments on earlier drafts of this article.

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Thurman, R.A. Instructional simulation from a cognitive psychology viewpoint. ETR&D 41, 75–89 (1993). https://doi.org/10.1007/BF02297513

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