The use of computer simulations in training

The premise underlying the SAM project is the importance of simulations. Simulations are used to build up understanding by experimenting with different scenarios and to exercise tasks in an efficient and safe way before doing the real job. State-of-the-art multimedia tools allow a realistic and appealing front-end and give the possibility of representing information in the most appropriate way. In this paper we present the SAM environment in which a set of existing and SAM developed tools are offered to create and use advanced simulation-based learning environments. The aim of the SAM project is to specify and develop a modelling, authoring and learning framework based on state-of-the-art software tools. The framework will be completed with specific tools supporting the learner, the author and the modeller. The backbone of SAM is its architecture. It makes it possible to use several cooperative applications, all operating in the same windowing environment. Each application provides typically only a few of the functionalities. In addition inter-application communication between the different applications is used. It allows the use of existing applications, e.g. existing models or multimedia toolkits and can ease the production and learning process by relying to a large extent on known applications. The SAM Development Environment contains three levels. At the first level, the global design of both course and model is given containing the course structure, the instructional strategies and the purpose of the model inside the course. The second level contains the specification of Instructional Objects. The third level contains all simulation and multimedia material. The SAM Learner Environment distinguishes five categories in which learners may require additional support while studying. These categories are: controlling the course and information space, understanding the subject and retaining that knowledge, analysing and displaying of simulation data, exploratory learning and communication. For each category we describe one or more tools that can support the learner.