Models and simulations for learning in complex domains: using causal loop diagrams for assessment and evaluation

The aim of this paper is to describe issues related to interactivity and ac cess to underlying models and representations in learning environments for complex domains. There is some evidence to suggest that system dynamics can be effectively used to promote understanding in complex domains [e.g. Davi dsen, P. I. (1994a). Implementing elements of system dynamics approach to o rganisational learning. Proceedings of ESS '94, SCS. Ghent, Belgium; Davids en, P. I. (1994b). The systems dynamics approach to computer-based manageme nt learning environments: implications and their implementations in Powersi m, In J. D. W. Morecroft, & J. D. Sterman (Eds.), Modeling for learning org anizations, (pp. 301-316). Portland: Productivity Press., Davidsen, P. 1. ( 1996). Educational features of the system dynamics approach to modelling an d simulation. Journal of Structured Learning, 12(4), 269-290; Sterman, J. D . (1988). People express management flight simulator. Cambridge, MA: Sloan School of Management; Sterman, J. D. (1994). Learning in and about complex systems. System Dynamics Review 10(2/3), 291-300.]. However, there is insuf ficient evidence to establish whether or not this is in fact the case. More over, there has been little effort to address strategic design issues perta ining to the effective use of system dynamics in promoting learning in and about complex systems. This paper is an attempt to review the relevant conc eptual issues in promoting learner engagement with appropriate and relevant representations for complex domains. A specific approach will be presented and defended, an elaboration example will be discussed, and early evaluati on results will be reported. Finally, a method for evaluating these environ ments and assessing individual progress will be defended. (C) 2001 Elsevier Science Ltd. All rights reserved.