Document Type

Conference Proceeding

Publisher

Association for the Advancement of Computing in Education

Faculty

Community Services, Education and Social Sciences

School

Communications and Multimedia, Centre for Research in Entertainment, Arts,Technology, Education and Communications

RAS ID

1564

Comments

This article was originally published as: Herrington, J., Oliver, R. & Reeves, T. (2003). 'Cognitive realism' in online authentic learning environments. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 2115-2121). Chesapeake, VA: AACE. Original article available here

Abstract

The development of virtual reality and advanced computer applications have meant that realistic creations of simulated environments are now possible. Such simulations have been used with to great effect in training in the military, air force, and in medical training. But how realistic do problems need to be in education for effective learning to occur? Some authors and researchers argue that problems should be real, or that simulations should have ultra-realistic physical similarity to an actual context. This paper proposes that physical verisimilitude to real situations is of less importance in learning than 'cognitive realism', provided by immersing students in engaging and complex tasks. The paper presents a description of the theory and research that provide the foundations for this approach. Examples of courses employing cognitive, rather than physical, realism will be presented together with the views of teachers, authors and instructional designers.

 
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