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• W95575943 abstract "Abstract Before simulation courseware is designed, it is imperative to analyse 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 three learning theories that are crucial in designing simulation courseware to be used in a military setting. Introduction Military institutions are considered to be amongst the oldest organisations in the world. Since the time of Plato, military organisations have often been called the guardians and the public respects them as such. Given their special role, most governments need to ensure that their military institutions are ready to defend the country and such readiness depends critically on comprehensive education. The question addressed in this paper relates to learning theories that are suitable in designing simulation courseware to be used in tertiary military academies. The emergence of simulation technology has increased expectations about creating a learning environment that is more engaging and meaningful. Though there are many other interdependent factors that may affect the success of learning such as students' learning styles and methods that match goals, simulation courseware is considered to be one tool that can help students develop skills of independent learning and critical thinking. Nonetheless, before attempting to design suitable courseware, designers need to have a full understanding of the learning theories involved. Learning Theories Behaviourism: A Critical Heritage Modern behaviourism has its origin in the work of Pavlov, Watson and Skinner. What they all share is the belief that similar to animals, humans are creatures whose behaviour is modelled on repetitious conditioning in which certain types of acts are rewarded and others to be punished. Taking these ideas into human learning, Skinner (1976) suggests that students may learn better when they are Drill[ed] and [forced to] Practice; students must practice until they are properly trained. Not surprisingly, military learning commences on the basis of behaviourism. Military personnel depend critically on their automatic responses to dangerous situations. These dangerous situations are akin to stimulus that Pavlov and Skinner identify as the cause for soliciting a behavioural response. Modern military learning today remains rooted in behaviourism. In fact with the emergence of technology in military learning, the behaviourist approach becomes the key learning theory in designing relevant courseware. The first courseware that used the behaviourist approach was Computer Assisted Instruction (CAI), designed in the 1970s (Saettler 1990). CAI incorporates drill-and-practice techniques to condition students' learning. The design of CAI depends on the analysis of learning needs and systematic development of instruction called Instructional Design (ID). 1D originates in behaviourism since its focus is on observable behaviours and it is later used as a method for developing instruction. Gagne (1985) is a crucial figure of ID since his ideas on principles of conditions of learning define the guidelines for designing courseware. Five major categories of conditions of learning are verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. These five categories suggest that depending on the skills to be taught, designers must attend to the students' need of learning the required skills. Gagne's first category of conditions of learning, which is verbal information, supports learning by presentation within an organised, meaningful context. Gagne's second condition of learning, intellectual skills requires prior learning of prerequisite skills. Cognitive strategies are a type of learning which requires repeated occasions in which challenges to thinking are presented. …" @default.
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• W95575943 date "2006-12-22" @default.
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• W95575943 title "Simulation and Learning Theories" @default.
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