The main idea of this book is that to comprehend the instructional
potential of simulation and to design effective simulation-based
learning environments, one has to consider both what happens inside
the computer and inside the students' minds. The framework adopted
to do this is model-centered learning, in which simulation is seen
as particularly effective when learning requires a restructuring of
the individual mental models of the students, as in conceptual
change. Mental models are by themselves simulations, and thus
simulation models can extend our biological capacity to carry out
simulative reasoning. For this reason, recent approaches in
cognitive science like embodied cognition and the extended mind
hypothesis are also considered in the book. A conceptual model
called the "epistemic simulation cycle" is proposed as a blueprint
for the comprehension of the cognitive activities involved in
simulation-based learning and for instructional design.
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