To Main Proceedings Document
SEVIBA: VIRTUAL REALITY FOR LEARNING TO LEARN AND TO DEVELOP
SYSTEMS THINKING BASED ON SYSTEM DYNAMICS MODELS
JORGE ANDRICK PARRA VALENCIA},
GLORIA JANETH BACCA DUARTE,
OLGA LUCIA MOYA GARCIA,
SONIA HELENA VELASCO RINCON?
japarrav@ centrosistemas.edu.co
japarrav@ uis.edu.co
Grupo GUAIA de Investigacion en Pensamiento y Modelamiento Sistémicos
Corporacion Tecnoldgica C entrosistemas
Bucaramanga, Colombia
http://www.centrosistemas.edu.co/investigaciones/qrupos/quaia/index.html
ABSTRACT
This paper presents Seviba, it is the result of a learning process whose main goal was to
propose methodological guidelines for the development of learner-directed learning are
based software. In order to favour the development of system thinking, SEVIBA bases the
study of viruses and bacteria on System dynamics models and computer simulation. As a
result of knowledge making, students are prepared to develop thinking skills which let them
assume the study of complex phenomena, through the application of system Engineering.
Lastly, a final reflexion presents some guidelines for the development of learner- directed
learning based software which favours system thinking.
' System Dynamic Professor. GUAIA group director: Grupo GUAIA de Investigacion en Pensamiento y
Modelamiento Sistémicos.
2 Systems Engineering Students, Corporacién Tecnolégica CENTROSISTEMAS - Convenio UNINCCA.
INTRODUCTION
The research presented here is an alternative to the development of software base on a
constructivism approach for the learning of system thinking, in this case, through the study
of viruses and bacteria. System dynamics models and computer simulation are proved to
be effective for the comprehension of these microorganisms. Computer based models
allow the illustration of the life cycle of viruses, the work of nitrificant bacteria, and the
complex interactions of these microorganisms with humans in terms of epidemics. These
models based a constructivism approach are more dynamic, integral, and highly
pedagogical tools for making knowledge. The application of system thinking and system
dynamics reinforces the teacher's work. This learning environment is designed to give
leamers freedom to learn as much as they can by favouring the development of the system
critical thinking skills proposed by Richmond’, this can be reachead customization the
leaning process, generalization toward to similar contexts as well as developing specific
skills and abilities.
This is the reason why, the main goal of this research is to propose methodological
guidelines for the development of learner-directed learning based software in order to
favour the development of system thinking through system dynamics models and computer
simulation. This learning means will have these characteristics and purposes: to propose
the development of constructive thinking as well as learning in a ludic way i.e by playing.
To provide concept and process testing through simulation, which leads learners to prove
their hypotheses or ideas and to contrast them. They can do it through several different
languages for representing knowledge such as: conceptual, causal, graphic, and audiovisual
language.
To make this tool effective, a learning environment is required that takes advantage of the
new roles of teachers, learners, and software in order to achieve a collective making
3 RICHMOND, Bany. System thinking: critical skills for the 1.990s and beyond. System Dynamic Review.
(1.993).
knowledge and development of system thinking. Picture 1 represents the learning
environment.
Software
environment
Virus and bacteria
knowledge construction,
‘system thinking develpment
Learners Teacher
Mental model’s dialogue
“> for making knowledge
confrontation
Picture 1. Learning environment scheme
METHODOLOGY
The methodology for the development of this software arises from a conceptual framework
which integrates Constructivism approach, System thinking, System dynamics, as well as
the basic concepts and processes about viruses and bacteria, and their relation to humans, in
order to determine the basic requirements for the implementation of Prototype I. This
prototype was tested and evaluated in accordance with the initial requirements determining
the aspects to be restructured for prototype II; for the implementation of prototype II was
taken into account that making constructivism based software must be coherent with the
pedagogic model to be applied so that the methodology to be used becomes a generative -
Viruses and bacterias
constructive learning cycle. (Picture 2).
=
Learner - directed -
learning
Prototypes
Li
Picture 2. Software construction methodology
SOFTWARE PEDAGOGICAL STRATEGY
The purpose of the strategy is to facilitate the integration of System thinking and
Constructivism approach and to contribute to the development of a generative- constructive
learning.
Teacher’s strategy
This is the outline of the teacher’ s strategy:
Introduction to the phenomenum
through causal loops diagrams
Generative -
Manipulation and Observation of phenonum
assessment of the behaviour simulations
models developed in offered by the software
the software K_
Picture 3. Teacher’s Strategy
To achieve an introduction to the System thinking world, it’s basic that teachers handle
causal loops language due to the fact that the learning process is cyclic. Therefore, teachers
and learners must know the system dynamic language in order to take advantage of how the
system dynamics language to explain the basic concepts and processes on viruses and
bacteria. Handling this language prepares the learner for the observation of the
phenomenum simulations, which describe and determine processes, elements, and
characteristics of the system. The outcome of this language knowledge is that learners and
teachers acquire the faculty to manipulate and evaluate developed models by comparing the
system behaviour with expected results as well as by evaluating its impact and
consequences.
System thinking learning strategies within the software
The strategy studying of the system thinking within the software was developed base on the
feedback experience model OADI (Observe, assess, design, and implement) proposed by
David Ford’. The analysis of simulation offered by the software and the handling and
assessment of developed models are the basis for the system thinking learning strategy
within the software:
Conceptualization
C viruses and bacterias )
System structure
comprehension
System behaviour assessment
Picture 4. System thinking learning strategies
Concept acquisition is achieved in the basic concepts section through multimedia
technology. Virus processes (life cycle, interactions with humans conceming epidemics)
and bacteria processes (work of nitrificant bacteria and reproduction) are explained in a
dynamic way through causal loops diagrams. The development of operational thinking by
this software enables the understanding of the system structure as well as the development
of dynamic, cyclic, structural, and generic thinking. The evaluation of the system
behaviour is done through the simulation of the models corresponding to nitrificant bacteria
labor and epidemic, the comparison of results according to made decisions about given
situations, and lastly, through the mental model modification, namely, the development of
dynamic, scientific, continuous, structural, operational, and cyclic thinking. Therefore, the
results stage is carried out through constructive learning assessment.
Characteristics of evaluation in the software. Software designed for the development of
System thinking requires evaluation in accordance with the caracteristics mentioned
before. This evaluation tests the comprehension of the learner base on their mental models
as well as the development of a critical spirit and constructive thinking. Therefore, this
software assessment determines knowledge acquisition evolution, that enables students to
look for appropriate solutions according to situations given.
‘ FORD, David. System Dynamics as a Strategy for Learning to leam. En: THE INTERNATIONAL
CONFERENCE OF SYSTEM DYNAMICS. (1.998:Quebec). The International Conference of System
Dynamics. Quebec:1.998.
Every question was designed to be open to debate, experiment, make decision, study of real
life situations, and make hypothesis. Moreover, the questionnaire was organized into
categories according to each critical thinking skills.
Knowledge construction process through the virtual world
This process begins when the leamer interacts with the virtual world, which is made up by
an interface and a system dynamic model. This interaction lets to the learner think about
phenomenum, which generates an artificial learning cycle. As Sotaquiré® suggets, in the
virtual world it must be possible to experience make decision followed by feedback about
its consequences. Therefore, the virtual world must be a model that simulates the dynamic
behaviour of the organization in the presence of different action choices and under different
organizational and environmental scenes. An ability to interact with the phenomenum
studied is acquired when developing artificial learning. The modification of the learner’s
mental model gives the learner the faculty to make decisions that make the comprehension
of the phenomenum easier, generating then a natural learning cycle. On the other hand, the
teacher creates the learning environment and a the same time, interacts with the student and
the phenomenum to he studied. In this way, the theacher favours a learning cycle base on
knowledge contrast as shown in Picture 5.
Studied
phenomenum
re =") j
Lema Perceptiol 7.
staat
Picture 5. Representation of the virtual world for knowledge construction
Knowledge representation
in a system dynamic model
(Motor)
“AA ttificial leaming cycle
Learning cycle based on
knowledge contrast
5 SOTAQUIRA, Ricardo. Modelamiento Conceptual de Organizaciones Humanas. Bucaramanga, 1.999. Tesis
de Maestria en Informatica (Magister en Informatica). Universidad Industrial de Santander. Facultad de
Ingenieria de Sistemas.
RESULTS
Software
Picture 6 presents a simple stock and flow diagram of the epidemic used in the software for
the learning of system dynamic basic concepts, where the function of the different elements
were defined within the model to be studied.
a EE
Ce]
fe | c—_ | =)
Picture 6. Simple epidemics stock and flow diagram
Picture 7 represents the epidemic’s causal loop diagram, where the student can understand
the dynamic generated by this structure, the influence among the system components, and
the relations generated by these influences.
a &i
Picture 7. Epidemic’ s causal loop diagram
Picture 8 presents the basic architecture of the software, which is integrated by an
Enterprise Visual Basic 5.0 interface and simulation models base on system dynamics
developed with Powersim Constructor 2.5d software. The communication between these
applications was made by using Control Activex Pscnct32.
Visual Basic Interface
A System dynamic B PowerSim
model
~~ Comunication
im
Comunication Visual Basic Control
Psconnection
Picture 8. Software Architecture
Picture 9 represents the simulation cabin where students have the chance to interact with
the epidemic model by modifiying the state of the variables of the model to be simulated as
well as by contrasting their mental model of the phenomenum behavior with the real results
of the simulation.
Picture 9. Epidemic model simulation cabin
This software was evaluated in 9" and 10” grades at Inem School in Bucaramanga,
Colombia.
Proposal of Methodological guidelines for the development of learner-centered-
learning software for favouring system thinking
Now, we will present a final reflexion and some guidelines recommend:
Select the phenomenum to be studied within the software and establish why it is convenient
to develop it through a learner- centered-learning and system thinking.
Determine a methodology in accordance with learner - centered - learning, which should
become a generative - constructive learning cycle.
Specify the software characteristics in accordance with a learner-centered-learning, which
should favour the development of system thinking.
Define a strategy for favouring system thinking learning within the software.
Determine a pedagogical strategy to enable the appropriate of the software use.
Establish the leaning environment for making the knowledge construction process easy
through the use of the software.
Define the evaluation for and within the software in accordance with the system thinking
and learner-centered-learning characteristics. Evaluate the learner’s system thinking
development stage.
Like there is not a unique way for making knowledge, there are not unique methods for
developing learner- centered-learning software.
CONCLUSIONS
The new computer software generation arises as a result of the integration of system
dynamics and learner-centered-learning, which offers a solution to traditional education
problems. It gives learners the chance to explore and make decisions for making
knowledge and approaches them to the system dynamic methodology.
Moreover, it makes easy for learners the comprehension of its basic foundations, its
contribution to the educational process, and the advantages of its application in the whole
system.
The traditional software ingeneering does not satisfy the needs of the actual society because
its design is not base on a real reflection about educational model. As a result of this
failure, the traditional software educational continues delaying the development of real and
true learning.
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