Didactical use of simulations

The different contexts of simulation use are described, together with the m ain problems related to their use for didactical purposes. It is argued tha t criteria for evaluating simulations cannot be reduced to the technical pr operties of simulation devices. A simulated situation is defined as a mediator between the trainee and the work situation (reference situation). We propose two new axes of analysis a s a tool for the design and study of simulated situations: didactical trans position and the activity of trainers. Didactical transposition is the process by which the properties and functio nalities of reference situations are transposed into simulated situations. Three dimensions of transposition are defined : decomposition, disassemblin g and zoom. Decomposition consists of the isolation of specific sub-tasks, so that subjects can be trained in them separately, before attempting the g lobal task. Disassembling consists of the suppression or restriction of int eractions between subsystems. Zoom consists of focusing on particular aspec ts of the reference situation for didactical purposes. The effects of each type of transposition are discussed in terms of the conservation of the fun ctionalities of the work situation. The modelling level of the task environment is then discussed. The transpos ition of an operational device is identified as a difficult task for simula tion. Task transposition is analyzed into four dimensions : scope of the ta sk, task difficulty, possibility of the evaluation of task performance by t he subject, and temporal variables. The activity of trainers is analyzed as a type of dynamic environment manag ement and it is assumed that trainers' strategies and decisions an the cont rol of simulated situations have important effects on the competencies that trainees acquire. The different stages of training are discussed: briefing , on-line situation management and debriefing. The different forms of guida nce used by trainers when managing the simulated situations are described. Finally, there is a discussion of the different support systems which may b e developed for trainees and trainers.