Microtasks (namely worksheets) must be administered by an instructor.

Guided Simulation Criteria: Instructor-Led Microtasks

In order for learned information to be applicable, the simulation must be authentic or realistic in design. Students must feel as if they can take information used through microtasking and apply these skills into real learning scenarios.

Guided Simulation Criteria: Authenticity

To foster a sense of social motivation, guided simulations must provide students with a social or peer learning experience. This reflects real-world educational scenarios, such as shared classroom spaces.

Guided Simulation Criteria: Social Learning

Simulation must be a game in nature, because this detaches learning from classroom expectations. By desiring game outcomes rather than having career or grade motivation, students are more inclined to gain tools through microtasking. 

Guided Simulation Criteria: Game-Based Pedagogy

Guided simulations are models for teaching and learning that have actual learning applications. Within the Watt study, specific rules for learning are set by the teacher for the students to follow. The idea is that this simulated learning environment will create sufficient grade or career outcomes for students in "actual" learning environments. Simulations can help reduce disparities in learning by modeling an educational experience for students who have not had sufficient learning opportunities.

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Simulated learning environments can combine motivation with active learning strategies (e.g. microtasking) to produce favorable outcomes for students in academic settings. Students that are considered "low-achieving" in a learning discipline are able to develop strategies through models to ultimately learn at similar rates to "high-achieving" counterparts.

Guided Simulations Models in Education

Generally guided simulation success is measured in various ways using statistics that determine significance.

Measuring Success in Guided Simulation

Within learning simulations, microtasks are short, focused worksheets presenting a single concept to be applied later in the simulation. They are effective because they: 1) shift cognitive burden during the learning simulation; 2) build a cumulative "toolbox" of skills; and 3) demonstrate that each task can be used in a variety of situations. Retrieving microtasked information via worksheets is especially significant when used with high frequency and variety.

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