Designing intelligent computer-based simulations: a pragmatic approach

Abstract

There has been great interest in the potential use of multimedia computer-based learning (CBL) packages within higher education. The effectiveness of such systems, however, remains controversial. There are suggestions that such multimedia applications may hold no advantage over traditional formats (Barron and Atkins, 1994; Ellis, 1994; Laurillard, 1995; Simms, 1997; Leibowitz, 1999). One area where multimedia CBL may still prove its value is in the simulation of activities where experiential learning is expensive, undesirable or even dangerous.