Simulations for Lifelong Learning

Computer simulations are one promising tool for supporting learning at all levels - from elementary school to workplace learning. Learning through simulations, either by creating simulations or by exploring existing ones, helps learners develop a deeper understanding of the concepts being simulated. Learning about simulations is also important since simulations are frequently employed to make predictions or test ideas by scientists and policy makers. In this paper, we describe a number of simulations that have served as tools for a variety of lifelong learners, ranging from elementary school students to professionals. These simulations were all created with the Visual AgenTalk language (VAT) employed by the AgentSheets system. Introduction In recent years, there has been much discussion about how technology can best be used to support learning. Computer simulations are one promising tool for supporting learning at all levels - from elementary school to workplace learning. Learners may create simulations in order to test hypotheses and explore ideas, or to communicate their ideas about a topic to others (Repenning, Ioannidou, & Ambach, 1998). Exploring simulations created by others exposes learners to ideas that may be different from their own, and gives them an opportunity to experiment with those ideas. Learning through simulations, either by creating simulations or by exploring existing ones, helps learners develop a deeper understanding of the concepts being simulated. A recent study by the Educational Testing Service (Wenglinsky, 1998) found that students in classes which used computer simulations to teach mathematics made significant gains on standardized tests, and scored significantly higher on standardized tests than did students in classes where computers were used for "drill and practice". Learning about simulations is also important for lifelong learning. Simulations are frequently used as tools by scientists and policy makers. These simulations are based on simplified, imperfect assumptions. In order to be able to interpret and question these simulations, one must understand how simulations are constructed (Starr, 1994; Turkle, 1997). Working with simulations from an early age can provide a foundation for this sort of "simulation literacy". In this paper, we describe a number of simulations that have served as tools for a variety of lifelong learners, ranging from elementary school students to professionals. These simulations were all created with the Visual AgenTalk language (VAT) employed by the AgentSheets system (Repenning & Ambach, 1996).