https://phet.colorado.edu/" rel="noopener noreferrer" target="_blank">https://phet.colorado.edu/) in science education. These simulations allow students to experiment with physics, chemistry, and biology phenomena, such as adjusting forces on a pendulum or exploring electrical circuits. Learners see visual representations of abstract concepts, hear feedback sounds, and read explanations—all while actively manipulating variables. Another example is flight simulators for pilot training, which integrate visuals, instrument panels, and real-time feedback to teach complex skills safely.

Relevance to Multimodal Knowledge Representations: Simulations exemplify multimodal learning because they combine visual, auditory, and interactive modes, promoting deeper understanding of complex concepts. They also encourage experimentation, problem-solving, and critical thinking, enabling learners to construct knowledge rather than passively receive it. In digital learning environments, simulations can be embedded in courses, making learning ubiquitous, engaging, and highly interactive.

References:

de Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179–201.
PhET Interactive Simulations: https://phet.colorado.edu/

Source: PhET Interactive Simulations, University of Colorado Boulder

I look forward to exploring how others integrate simulations in multimodal learning environments!

Simulations: Multimodal Knowledge Representations in Active Learning