Hi,
When I search for simulation in news, I found quite a lot of simulations are "real life simulation" rather than computer simulation. For example, medical schools use simulation center to simulate the hospital environment: http://gauntlet.ucalgary.ca/story/13278.
One "computer simulation" story, found at http://www.tonawanda-news.com/local/local_story_042225908.html, is about driving safety. I think it is not something new, but the news talk about couple things those are consistent with what we read.
1. This tool provides a safe environment for the learners to practice the "cognitive" skills (of course, there are motor skills involved in driver education) that may not be done without using the technology. For example, it is almost impossible to experienced driving when vision is blur or it is hard to find an animal running in front of student's car when he/she is driving. It is possible to practice it in simulation. Think about the landing on Hudson River "miracle", landing on water is something pilot usually cannot practice, but it is possible with simulation (of course, I assume the real situation can be simulated effectively).
2. Students talk about fidelity in the story. But, what kind of fidelity will improve the "transfer of learning"? For example, is the fidelity of the environment is more important or the fidelity of the feeling of driving, such as wind blowing, is more important?
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Of course, the greater the fidelity, the greater the simulation (in my mind). But as for "which fidelity" is most important...it seems it is very dependent on the:
1) learning outcomes desired
2) complexity of the system being simulated
and 3) the nature of the system itself (simulations of driving are much different than simulations of interior decorating)
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