Towards a Composition Tool for Personalised Simulations

Simulations provide highly interactive experiences in which users can learn a variety of skills and competencies in a situated and active learning environment. Pedagogic scaffolding within simulations has typically been an after taught of the design process. To promote “serious learning” in simulations, this pedagogic scaffolding must be an implicit part of the design process. To support pedagogic diversity in simulations, a further requirement for adaptivity is introduced. This makes the existing simulation composition process even more cognitively complex. This paper illustrates and describes a composition tool for designing and implementing dialectic based simulations.