Abstract
Computer simulation as both an instructional strategy and technology holds great potential to transform teaching and learning. However, there have been terminological ambiguity and typological inconsistency when the term computer simulation is used in the education setting. This chapter identifies three core components of computer simulation, and develops a learning outcome-based categorization, linking together computer simulation's technical affordances, learning opportunities, and learning outcomes. Exemplary computer simulations in higher education are identified to illustrate the unique affordances, opportunities, and outcomes of each type of computer simulation.
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