In addition to what was learned from play and performance, simulation begins to perceive and create models that can be used in real-world processes. After learning processes it expands our cognitive thinking which will allow us to comprehend larger pieces of information, have the ability to experiment with more difficult processes and help make hypothesis and test them in real world situations in real world time. Performance and simulations are very closely related as both include the idea of trial and error but at different levels. Simulation helps us with experimenting with bigger trial and error tasks by tweaking the processes that will lead to new discoveries. Simulations are very dynamic in the way that they are created through assumptions that will lead to discovery of different virtual worlds (Jenkins, et al, 2009). This means that people are creating new ways in which to learn and function in their real world lives through ways they have learned in a classroom setting. They are using media as a tool to help them build the confidence to be used in real world settings. To further understand simulation there are some examples that will help clearly explain it. An example is through governments testing of skills, systems and outputs to help people stay sharp when emergency situations occur. Having realistic practice will help in the development of assertive skills that can be used in areas such as creating messages to inform the public. By governments testing processes they are preparing for delivery of real media output to reflect on personal inputs (Bennett & Reeds, 2006). This example shows the creation of simulations and how people have the opportunities to create them. The creation of simulation is done through being able to manipulate data and apply it to customizing models of media. With new technologies becoming easier to use, being able to construct different types of media becomes more available for everyone. This can be related to games as they require a systematic understanding of rules and procedures that will shape everyday experiences (Jenkins, et al, 2009). In conclusion, simulations are the ways in which every process that was learned will be applied into real-world processes that will help with discoveries of what can be accomplished by a person. There will then be understanding of more complex information and how to apply it into the world.
Bennett, D., & Reeds, A. (2006). Simulation. Retrieved from http://www.crownmedia.co.uk/simulation
Jenkins, H., Purushotma, R., Weigel. M., Clinton, K., & Robinson. A (2009) “Confronting the Challenges of Participatory Culture: Media Education for the 21st Century”. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. The MIT Press. Cambridge, Massachusetts.