ABSTRACT
Simulations have been an area of interest and development since the early days of computer-based instruction and learning (1960s). Biological, physical, economic, and social phenomena have been depicted within simulation models that are executable on a computer. Such phenomena can be derived from a real, a theoretical, or a fictitious context. Regardless of context, a more or less sophisticated interaction component enables learners to access the model, to change parameters, to modify routines, or even to modify the structure; and, to receive feedback on the status of the model reflecting the various types of interventions (Lierman, 1993). The interaction between the learner and the model occurs in a sequence over time. From interactions over time, the learner acquires knowledge, skills, or strategies about the content depicted and its dynamics.
