Technology-enabled simulations are increasingly used for students
in K-12 education and have the potential to improve teaching and
learning across domains. Across five chapters, this book explores
the psychological foundation of simulation use in instruction,
guiding readers through individual differences among learners and
contexts while addressing theory, pedagogy, cognitive processes,
and more. This concise volume is designed for any education course
that includes simulations in the curriculum and will be
indispensable for student researchers and both pre- and in-service
teachers alike.
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