What is an Adventure or Simulation?

Adventures and simulations are computer representations of imaginary or real situations that are governed by a set of rules.

Adventures are programs based on imaginary situations. Users of adventures become involved in a role situation where they either become the main character or help other characters within the adventure. Adventures usually involve quests that entail using clues, collecting various objects, using objects at appropriate places and problem solving.

Pupils in the Early Years will use very simple adventures that have limited choices. These adventures allow pupils to move through the tasks in a linear fashion. Pupils working through linear adventures/activities are usually confined to solving individual problems at appropriate locations within the imaginary world. The problems posed within adventures support literacy and numeracy. Simple adventures have options that provide different levels of difficulty for users.

Simulations are programs that simulate a real situation within the confines of a computer model. Younger pupils can use very simple simulations that reflect the activities that they would normally carry out in real life.

Both adventure and simulation packages can provide teachers of very young pupils with exciting resources that enhance many aspects of learning, as well as developing social skills. Adventures and simulations can offer a fun element to learning as well as providing pupils with opportunities to pose questions of the nature: "What would happen if...?" This can be relevant from a very early age.

Examples of using Adventures and Simulations with Pupils in the Early Years:

Adventures or simulations would have to be simplistic in nature and contain only a limited amount of text. Suitable programs would need to contain high quality graphics and animations, which would be instantly appealing to very young children. Speech facilities would need to be present for providing instruction, emphasising text, explaining outcomes as well as providing constant encouragement to the children. Options containing varying degrees of difficulty would be highly advantageous. Such programs would include the following:

• a simple adventure program where pupils can relate with a character in an imaginary place. Pupils can, through interaction with the character, explore and discover the imaginary world that they have entered. Each location could contain simple problem solving exercises, such as sequencing, symmetry, patterns, colour recognition, number recognition, letter or word recognition etc.
• simple simulation packages that reflect real life experiences or play activities. This could entail moving objects across the screen. For example, a teddy bear could be dressed or furniture placed within a room of a house

Classroom Strategies for Adventures and Simulations