Simulation Technologies and Learning Theories

 

Jowati binti Juhary

(presented at SIMTECT 2006; Melbourne Convention Centre; organised by SIAA)

 

Abstract

Before simulation courseware is designed, it is pertinent to analyse and understand the learning theories that are embedded in it. This is because the aim of the courseware, amongst others, is to facilitate and improve the conditions of students’ learning and knowledge retention. This paper attempts to critically discuss the learning theories related to simulation technologies for a military setting. The reference point of the military setting is the Military Academy of Malaysia (MAM), Malaysia. The first half of this paper analyses briefly the history and evolution of learning theories from behaviourism to constructivism. The second half then examines which learning theories best explain how students respond or operate in military settings. The data for analysis and discussion for this paper come from secondary sources and observation of students at the MAM. Based on the literature, constructivism is believed to be the strongest theoretical as well as pedagogical links to learning through technology i.e. simulation. At the same time, constructivism offers more learning criteria that appear to be particularly relevant to a modern military setting. This is because all critical criteria for building ‘the modern guardians’ of a nation such as active learning, higher levels of discipline and responsibility, collaboration and critical thinking derive from constructivism. It is critical that this paper provides insights into ‘appropriate’ learning theories to designers and developers of simulation courseware.