Theory and Practice in the Design of Training Simulators

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Abstract
The interaction of theory and practice in the design of training simulators is readdressed. The traditional model of theories of learning being put to use in the practice of training has not been much in evidence in this area. On the theoretical side the work has concentrated on simple learning tasks and it has not been easy to extend these ideas to complex real‐life systems. On the practical side, too, there have been shortcomings. Designers and users of simulators have tended to seek high fidelity or realism in their training devices. This is usually justified by them in terms of its face validity or acceptability by trainees and not because of established training values. A number of possible dimensions of fidelity are suggested as a means of tackling the complex issues in the area. Some typical studies illustrate the current state of research and of the development of training technology.

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