e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning

15.8. Promote Reflection on Correct Answers

Achieving the goal of a game or attempting to master a simulation may preclude reflection—reflection that is needed to abstract lessons learned from the game. Rieber, Tzeng, and Tribble (2004) suggest that: "The experiential nature of an educational simulation is very compelling—users often become very active and engaged in a simulation, similar to the experience of playing a video game. However, the intense and demanding interactivity of many simulations may not provide adequate time for the user to carefully reflect on the principles being modeled by the simulation" (p. 318). The Reflection Principle states that learning from simulations and games will be better when learners have opportunities to ...