Optimal Shifting of Fidelity Levels in Computer-Based Instructional Simulation.

This study explored ways of developing and utilizing more efficient Computer-Based Instructional Simulations (CBIS) based on the relationship among fidelity levels (i.e., how closely a simulation imitates reality), transfer time, and learning time. The hypotheses presented suggest how to determine the optimal shifting points of the fidelity levels; this method yields the optimal routes that would help learners reach goals with less time in CBIS. To verify the hypotheses, 148 seventh grade male students were selected voluntarily from one junior high school in Korea, and a 4 X 6 (Fidelity Levels X Number of Lessons) posttest-only experimental design was employed. Even though the result failed to support main hypotheses due to no distinct difference among fidelity levels of CBIS, the result shows that a cost-effective point on learning time exists in a given level of fidelity range of CBIS. Therefore, the hypotheses need to be tested again in further well-designed experiments with a larger range of fidelity. Figures illustrate the relationship between transfer of learning and learning time according to fidelity levels and the optimal shifting of fidelity levels and its benefit. A table of the standards for classifying fidelity levels is included. (Contains 23 references.) (Author/DLS) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Optimal Shifting of Fidelity Levels in Comptiter-Based Instructional Simulation "PERMISSION TO REPRODUCE THTSMATERIAL HAS BEEN GRANTED BY Ikseon Choi M.Simanson Pennsylvania State University Abstract The purpose of the study seeks ways of developing and utilizing more efficient Computer-Based Instructional Simulations (CBIS) based on the relationship among fidelity levels ("how closely a simulation imitates reality"), transfer of learning, and learning time. The hypotheses presented in this study suggest how to determine the optimal shifting points of the fidelity levels; this method yields the optimal routes that would help learners reach the goals with less time in CBIS. To verify the hypotheses, 148 seventh grade male students were selected voluntarily from one junior high school in Korea, and a 4 X 6 (Fidelity Levels X Number of Lessons) posttest-only experimental design was employed. Even though the result failed to support main hypotheses due to no distinct difference among fidelity levels of CBIS, the result shows that a cost-effective point on learning time exists in a given level of fidelity of CBIS. Therefore, the hypotheses need to be tested again in further well-designed experiments with a larger range of fidelity. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). "The purpose of the study seeks ways of developing and utilizing more efficient Computer-Based Instructional Simulations (CBIS) based on the relationship among fidelity levels ("how closely a simulation imitates reality"), transfer of learning, and learning time. The hypotheses presented in this study suggest how to determine the optimal shifting points of the fidelity levels; this method yields the optimal routes that would help learners reach the goals with less time in CBIS. To verify the hypotheses, 148 seventh grade male students were selected voluntarily from one junior high school in Korea, and a 4 X 6 (Fidelity Levels X Number of Lessons) posttest-only experimental design was employed. Even though the result failed to support main hypotheses due to no distinct difference among fidelity levels of CBIS, the result shows that a cost-effective point on learning time exists in a given level of fidelity of CBIS. Therefore, the hypotheses need to be tested again in further well-designed experiments with a larger range of fidelity. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). " Theoretical Background Fidelity means "how closely a simulation imitates reality" (Alessi & Trollip, 1991). The relationship between the levels of fidelity and transfer of learning has been an important issue in the field of training simulators because the levels of fidelity are deeply related with the cost of the simulator (Miller, 1974; Buam et al., 1982; Su, 1984). In addition, controlling the levels of fidelity has been considered to achieve cost effective transfer of learning (Hays & Singer, 1989). Though the flexibility of switching fidelity levels in Computer-Based Instructional Simulation (CBIS) enhances the importance of controlling fidelity levels and its benefits, there are few case studies. Thus, this study focuses on how to determine the optimal shifting points of the fidelity levels on the basis of the relationship between the amount of the learning time and transfer of learning in Computer-Based Instructional Simulation (CBIS). Case studies on the relationship between fidelity and transfer of learning have yielded different results. One viewpoint is that the higher fidelity of simulation, the better effect of learning (Ornstein, et al., 1954; Dougherty, et al., 1957, Allen, Hays, & Buffardi, 1986). These study results are based on the traditional theory of identical elements (Thorndike, 1913-1914; Yum, 1931; Gibson, 1939; Osgood, 1949). On the other hand, a second point of view maintains that better transfer of learning may be attained through lower levels of a simulation fidelity for students in their early stages (Valverde, 1973; Boreham, 1985), because the higher fidelity of simulation may raise the complexity of instructions, which decreases the effect of learning (Alessi, 1988). The synthesized assumption was presented by Miller (1974), Alessi (1988), and Hays and Singer (1989). They suggested that the levels of fidelity are decided according to the "stages of learning," that is, "the student's current instructional levels," and the most cost effective simulation learning is that the higher levels of fidelity replace the lower levels as the instructional levels of students improve. In addition, Roscoe (1971) and Povenmire and Roscoe (1973) have shown that the cost effectiveness of learning in the certain level of fidelity is inversely proportional to the amount of learning time. Research Questions This study supposes that each level of fidelity would draw a different increasing curve of transfer of learning according to the learning time (Hypothesis I) as presented Figure 1. If the assumption of Figure 1 is true, the optimal shifting time from Fn-1 to Fn, or from Fn to Fn+1, would be determined at the point where the gap of transfer of learning between the consecutive two levels of fidelity (Fn-1 and Fn, or Fn and Fn+1) is maximum (Hypothesis II, Figure 2). Therefore, the suitable shifts of the fidelity levels according to the learning time would have learners reach the goal with less time in CBIS. 2 BEST COPY AVAILABLE 89 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.