WHAT IS THE DIFFERENCE

BETWEEN LOW-FIDELITY AND

HIGH-FIDELITY SIMULATIONS?
« BACK

Low-Fidelity Simulations
Low fidelity simulations mirror the actual action or scenario closely but leave
out factors that the user might experience in real life. If you’ve ever visited
WebMd and used their symptom checker, you have toyed with a low-fidelity
simulation. The symptom checker uses a simulation of the human body that
allows users to select the area where they are experiencing discomfort and
then to narrow down their symptoms using a list that helps determine a
possible condition or illness. The symptom checker leaves out key factors like
multiple areas of pain or discomfort, previous injury, pre-existing conditions,
side effects of drugs or medication, and age. However, it provides a
somewhat viable alternative to what you might do in a doctor’s office upon
examination – “It hurts here,” without factoring in everything else.

In training, low-fidelity simulations leave out some or many elements of the

real-life experience so that the user can grasp the smaller concepts leading up
to the whole of what they are learning.

High-Fidelity Simulations

High-fidelity simulations strive to be as realistic as possible and include many

elements, and also simulate the relationship or interactions between said
elements. The best example of a high-fidelity simulation is the flight simulator
used by pilots in training. It is too expensive and frankly, too dangerous, to
allow novice pilots to clock actual air time during flight school. Thus, the
simulations that they practice on need to be as realistic as possible so that
when they do actually graduate and become pilots, they are not overwhelmed
by the differences between practice flying and actual flying. Flight simulators
must factor in the size and speed of the plane, altitude, wind speed, weather
conditions, and more to create a scenario in which the pilot in training can
react and produce the same effect they would get in real life. Millions of
dollars are invested each year to ensure that these simulations are as
advanced and accurate as possible so that soon to be pilots are trained
efficiently.

High-fidelity simulations mimic real life as closely as possible, and are

frequently used as a substitute for hands-on training that would be too risky
and cost too much to execute.

Which is better: low fidelity or high fidelity?

You may be thinking a high-fidelity simulation would be more beneficial in

terms of learning and acquisition of skills, but research has shown that the
type of simulation that is most useful depends on the industry. In medical
training for doctors and nurses, the preference is on shorter, low-fidelity
simulations that help them to master individual tasks. The main disadvantage
of using high-fidelity simulations in the medical field is that they place more
mental strain on the user and allow for fewer mistakes. Despite working to be
as realistic as possible, high-fidelity simulations aren’t able to account for the
user’s mental state and many nurses and doctors may become frustrated with
the simulation and give up. For this reason, and many others, it may be better
to begin with low-fidelity simulations and work towards using more complex,
high-fidelity simulations in certain industries.

Steps in Simulated Teaching

Ned A. Flanders has recommend the following six steps of simulated teaching

1. Step I: Assigning the roles: In this step, the pupil-teachers are assigned the roles of teachers,
student and observer respectively. The student-teacher has to play all three roles one after the
other.
2. Step II: Deciding the skills to be practiced: After assigning the roles, certain social skills are
discussed which are to be practiced by student-teachers. That particular skill is decided which
is to be practiced. Then, planning and preparations are made for practicing the skill. Each
student-teacher has to select a topic of his interest.
3. Step III: Preparation of Work schedule: At this stage details of the work-schedule are prepared. It
is decided who will start the teaching first, who will observe the lesson and who will intervene
the conversation?
 4. Step IV: Determining the Techniques: The procedure and techniques of observation are decided
i.e. how different type of data is to be observed and how it is to be recorded. The procedure for
the interpretation of the data is also to be decided.
5. Step V: Organizing the first practice lesson: The schedule is followed for the first practice session.
Teaching is organized and observations are made for evaluating the teaching task of the actor.
Observation is followed by discussion, leading to feed-back appreciation and suggestions for
the improvement of social-behavior.
6. Step VI: Alternation of procedure: Now second practice session starts by changing topic, roles
and social skills. Every pupil-teacher is given the chance to play the role of a teacher, a student
and an observer.
Tags: