Simulations in education are not new. They were in use before the Internet, with case simulations and branching simulations using paper-based materials. What is new is the power of technology – especially augmented and virtual reality – to make simulations so realistic that participants feel immersed in real-life challenges.

Interestingly, this book asks us to take a step back before embracing these technologies (which are developing rapidly) and ask some fundamental design questions:

(a) How does the simulation you are considering leverage our understanding of learning processes and theories of pedagogy?;

(b) Which specific cognitive and metacognitive processes do we want to trigger in this simulation and why?; and

(c) What capabilities will the learner need to demonstrate to successfully navigate the simulation?

Reading this makes you stop, think and do a better job of design-thinking.