4 2

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(JEPS)
A quarterly scientific refereed publication

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Volume 4 - Number 2
Rabi Al Awal 1424 - June 2003
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Learning Basic Sciences Via The Web:

A Simulation-Based Approach
Dr. Yousif A-Latif Al-Bastaki

College of Informatin Technology
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10 Learning Basic Sciences Via

The Web: A Simulation-Based Approach
Dr. Yousif A.Latif Al-Bastaki

College of Information Technology
Abstract
This paper addresses the implementation of an on-line web based simulation

experiment. It explicates the development and integration of web-based tools to
support introductory science courses and demonstrates how tools like Flash and
Java can be used in developing online simulation courses.
The paper first provides a basic overview of the on-line simulation approach.
Next, it illustrates the system that was considered in this study. The paper then
describes the distributed object-computing environment that has been employed
in the study, including the specialized displays that can be accessed by a remote
participant using the services of the Web.
Received on 2/10/2002 Accepted on 24/11/2002*

Receiving Date 20/5/2000
* Acceptence Date 5/11/2000
Learning Basic Sciences Via 11
The Web: A Simulation-Based Approach

Dr. Yousif A.Latif Al-Bastaki
College of Information Technology
Introduction
The communication revolution in the 20th Century has modified, and is continu-
ing to radically transform modern societies by increasing social displacements
and space-time compression of information transmission. Yet our academic
models and educational practices still rely to a large degree on practices and
models that belong to an age in which print and the oral word were the dominant
media of communication.
During the second half of the 20th Century there was a significant and ongoing
evolution in educational technology in that the technology became not only
widespread, but also more sophisticated in the possibility it provided for creat-
ing, collecting, processing and disseminating information. Educational technol-
ogy is not, and never will be transformative on its own. It requires the assistance
of educators who integrate technology into the curriculum, align it with student
learning goals, and use it for engaged learning projects. Therefore, professional
development for teachers becomes the key issue in using technology to improve
the quality of learning in the educational institutions.
Many years ago schools and books were the only source of education but today
there are so many sources available such as audio, videotapes, a variety of com-
puter software and the Internet. The computer plays a very important role not
just as a tool to improve learning but also for instructional purposes.
Unfortunately as time has progressed so has the emphasis placed on education-
al computing changed? These changes of emphasis are the result of many chang-
ing factors some of which would be the increased power and capabilities of hard-
ware and software, increased availability of the technology in schools and
advances in other technologies such as computing innovations. This is basically
12
because most of the software present today does not comply with the character-
istics of computer-based instructions (CBI).
In this article we will discuss the characteristics of simulation based CBI’s. We

will focus on the importance of online simulation approaches, which can be
employed to facilitate the presentation of difficult courses to learners with the
help of application tools such as Flash and Java.
Firstly, we will discuss in general the importance of computer-based instructions

and the five methodologies used to provide a strong base for understanding and
developing good computer based instruction. Secondly, we will focus on dis-
cussing one methodology: Simulation based CBI. Lastly, we will emphasize the
main theme of this article which is web based simulation for teaching basic sci-
ences.
Computer Based Instructions

Computer based instructions can also be termed as an enrichment to the standard
courseware (Allis & Trollip, 1991). It is defined as the use of a computer in the
delivery of instruction. Momentarily instruction has been accentuated rather
than education in general; therefore we use the term CBI. As CBI is based on an
expository model of instruction, there are 4 phases that should be followed
(illustrated in figure 1) in order for this instruction to be effective.
Presenting Information
Guiding the student
Practicing by the student
Assessing student learing
Figure 1. Phases of CBI

The following paragraphs will briefly describe each of these phases
Presenting Information: This phase is instructor-centered. In order to teach

13
something new, the instructor must first present the information. This may take
a number of forms. For verbal or pictorial information, an instructor may present

rules and examples, show pictures, or provide other nonverbal information. To
teach skills such as doing a long division, the instructor will probably model the
skill so that student can imitate them.
Guiding the student: This phase is more interactive. After the learner receives
the information he/she has to be guided on how to use the instruction and should
be examined to see if he/she perceived the lesson.
Practicing by the student: When the student is able to demonstrate the materi-
al, that is not the end of the instructional process. The student must be able to
perform quickly even under conditions of distraction at times, with few or no
errors. Therefore, repeated practice is often required for the student to retain the
information and to become fluent with it.
Assessing student learning: Students learning must be assessed, usually with

tests, which are an important part of the instructional process. Tests provide
information about the level of learning, quality of teaching, and future instruc-
tional needs.
CBI Methodologies
In order to acquire a strong base for understanding and developing good comput-
er based instruction, certain methodologies (illustrated in figure 2) are practiced.
Figure 2. CBI Methodologies

14
Drill and Practice involves exercises that are designed to increase fluency in a
new skill or body of knowledge or to refresh an existing skill or body of knowl-
edge. This approach assumes that the learners have previously been introduced
to the content.
Tutorial is a form of CBI in which the computer assumes the role of a tutor who
is introducing the content, providing practice and assessing learning. Tutorials
are used to introduce new content to learners in much the same manner that a
human teacher might.
Simulation provides a simplified presentation of a real situation, phenomenon,

or process. It provides the opportunity for students to apply knowledge in a real-
istic format but without the time, expense or risk associated with the real thing.
Simulation can be utilized for any of the four instructional phases.
Instructional Games are powerful tools, which provide practice in an entertain-

ing way and are always preceded by the first two phases.
Tests satisfy the fourth phase of instruction by evaluating the student knowledge
and how much s/he has learned.
The main theme of this research study concerns concentrating on the develop-
ment of a web-based simulation course for teaching basic sciences.
CBI and Simulation

In a simulation, the learner is exposed to a realistic scenario and is required to
make decisions, which subsequently have a direct impact on how the scenario
unfolds. Simulations allow learners to explore the results of actions that they
would be unable to take in the real world due to danger, cost or inconvenience.
Computer-based technology offers a particularly effective medium for the devel-
opment of simulations. Simulation provides students with good presentation of
information as well as good interaction with the world as if they were in real sit-
uations. It simplifies the logical model by removing details from the physical
model.
There are two types of simulations:

• A Simulation that teaches about something
• A Simulation that teaches how to do something.
Each of these in turn, may be divided to other sub-types as shown in Figure 3.
Simulation 15

Simulation that teaches Simulation that teaches
about something how to do something
Physical Process Situational Procedural
Figure 3. Types of Simulation
However, this classification is not standard, not every real simulation must fall
under one of these categories. Rather, a simulation may be a combination of two
or more of them.
Physical Simulation is the type of simulation the student can acquire a clearer
concept of the physical object or the phenomenon that is presented to him /her
on the screen.
Process Simulation is concerned with simulating objects or phenomena that are

not visible to the student or the user, for example, the process of food digestion
in the human body.
Procedural Simulation is the type of simulation to teach the sequence of a pro-

cedure. Procedural simulations usually contain objects simulated physically.
Procedural simulation teaches the student sets of rules.
Situational simulation concerns with attitudes and behaviors of people in dif-

ferent situations. Situational simulation teaches the student the effects of differ-
ent approaches to a situation.
Advantages of Simulation
Advantages of simulation may be discussed in two different stages as follows:
Advantages of Simulation over reality
• Providing experiences not readily available in real situations.

16 • Simulations can be more controlled than reality

• Cost effective
• Ability to enhance safety

• Reducing complexity of real world objects
• Being available at any time
• Being repeatable any number of times
• Facilitating initial learning
Advantages of Simulation versus other types of instructional method-

ologies
• Motivation: Simulation enhances motivation by making the student

being an active part of the instructional process rather than a passive
part.
• Transfer of Learning: By simulation skills and knowledge learned in one

situation apply in other situations. With the help of simulation what has
been learned by a simulator can be easily transferred to the real world.
• Efficiency: Efficiency means that transfer of learning can be gained in

less time. However, this is true with simulation compared with other
instructional methodologies like lectures and textbooks.
The World Wide Web and Simulation
The web has evolved tremendously over the past decade with applications in
education (Ellis & Jensen, 1997), marketing, financial services, supply chain
management, and logistics. Web technology is also having a significant impact
on the field of computer simulation. Web-based simulation reflects more of a
technology transfer than a robust theoretical development; rapid advances are
achieved through practical applications.
There are several advantages for web-based simulations which:

• can be run on a local or remote computer.
• is platform-independent and operating-system-independent. 17

• can be accessed through the Internet or Intranet using any web browser,

such as Netscape or Internet Explorer
• can provide excellent graphical animation and interface that needs very
minimum maintenance
The integration of the web with the field of simulation should provide lots of
ideas for how simulation is to change. With the web being the driver of much of
today’s software technologies, simulations need to study how we can embed
simulation “documents” in browsers and how new distributed web-based simu-
lations are to be designed.
Web-based simulation is quickly emerging as an area of significant interest for

both simulation researchers and simulation practitioners. This interest in web-
based simulation is a natural outgrowth of the proliferation of the World-Wide
Web and its attendant technologies, e.g. HTML, HTTP, CGI, etc., and the surg-
ing popularity of, and reliance upon, computer simulation as a problem solving
and decision support system tools.
Currently, the researchers in the field of web-based simulation are interested in

dealing with topics such as methodologies for web-based model development,
collaborative model development over the Internet, Java-based modeling and
simulation, distributed modeling and simulation using web technologies, and
new applications. However, in this research study, we are going to demonstrate
how web-based simulation concepts can be employed in teaching a basic science
course.
Software used in developing web-based courses
One of the most misunderstood aspects of developing web-based presentations

or courseware is that it requires more than just the main hypermedia-authoring
program like Dreamweaver or Microsoft FrontPage. Other software tools are
needed to construct the graphics, sounds, and animations that are the ingredients
of a good courseware program. As a minimum, there are 6 major types of pro-
grams (listed in table 1) and several utilities that should be learned in order to be
able to develop a good courseware program.
18 Basic Groups of Software

Authoring Software
Graphics Software
Drawing Software
Video Editing Sound Editing Software
Modeling/Animation/Rendering Software
Sound Software
Data creation Software
Simulation software
Table 1: Basic Groups of Software
Software used in designing courseware is listed in Table 2 along with comments

about each program. More than basic 6 programs are described since some capa-
bilities overlap.
Table 2: Software used in developing courseware
Basic Software used in developing courseware

Software Example Software Example
Authoring Director Graphics Photoshop
Browser PhotoStyler
Authorware Painter
Xres
Plug-ins (Eye Candy,
Kai Power Tools)
Drawing Illustrator Modeling/ Studio 3D Max
Freehand Animation Infini-D
Canvas /Rendering Extreme 3D
Corel Draw Strata 3D Studio
Day Dream Designer
Electric Image
SoftImage
Alias/Wavefront
Video Editing Premiere Sound Editing Sound Forge (Win)
After Effects Sound Edit (Mac)
VideoShop
Basic Software used in developing courseware 19

Software Example Software Example

Data creation Finite Element programs Simulations Director
Computational Fluid and web- Java
Dynamics Based tools JavaScript
Mathematics Programming
Excel Spreadsheet Language (C, Basic,
MathCad etc.)
MathLab HTML editor
Working Model (Dreamweaver)
VRML editor
(VRCreator)
Streaming Video
(NetShow,
Quicktime)
Vector Animation
(Flash)
Movie Compression
(Premiere)
The following paragraphs will briefly describe major software used in devel-
oping web-based courseware.
Macromedia Director
This is a general purpose-authoring tool that has grown from a rather simple 2D-
animation program to a commercial level multimedia-authoring program (Gross,
Elley, & Toker, 2000). The latest release, version 8, has a number of very good
features to let you tie web material into your production. It is easy to use for sim-
ple tasks but takes time to learn all of its many capabilities. It is very powerful
and is currently the program of choice for most commercial multimedia devel-
opers. The program is organized along a timeline (or score) and you place
objects (called cast members) on the screen (called a stage) at different times. It
is very good at 2D animation since it is based on a timeline, but it does not have
any 3D motion or animation capabilities (new version of Director started to
include 3D features). Built into Director is a good basic paint program, but it is
not a complete bit-graphic program like Photoshop. One of the great advantages
in using Director is its cross-platform capabilities. Any source file developed in
the Windows version will play in the Mac version and vice versa. It even accepts
20 both Video for Windows and QuickTime movies. If the students (or instructors)
plan to distribute their work, this cross-platform capability is very important.
PhotoShop
This is currently the standard paint and photo-editing program for graphic artists
(Sing, et al., 1999). Its strong point is modifying existing images such as pho-
tographs that have been scanned into the computer (other programs such as
Fractal Painter are more useful for creating paint graphics). It can do about any-
thing to an image (e.g., a photograph) that you can dream up (after using this
program you will never believe a photograph again). It is not a good drawing
program, and you will be frustrated if you try to use it to make technical pictures.
Premier
This is the current standard program for digital video editing. This program lets
you import videos, animations, sound tracks, pictures, graphs, etc. and combine
them together to make a single linear video or QuickTime movie. There are hun-
dreds of special effects such as fades, transparencies, overlays, moving TVs, etc.
This program is a basic video production studio where you can create about 75%
of what commercial broadcast studios can do. Direct output to a VCR is also
possible, but without high end VCR equipment, you will only get about 60% of
the quality you see on TV. (Sorry, you will not be able to make TV commercials
with the software!) With all this video power, you must be careful to watch the
size of the video files, which can quickly become VERY large (hundreds of
megabytes).
Flash
This is a new program that lets you produce nice 2D animations for the Internet.
It uses vector-drawing techniques to keep the file size small. It has fast become
the professional standard for producing high-impact on the web for advanced
animation techniques. It is fun to use and the output files are very small. The new
features in Flash provide enhanced capabilities for creating artwork, streamlin-
ing your workflow, and creating interactivity, including expanded capabilities
for creating interactivity with ActionScript (Franklin & Maker, 2002).
Java Scripts
21
Many times Java (Lemy & Perkins, 1996) is just too much for what is needed

for your web site. Java Script (Sing, et al., 1999) is a simple scripting language
that is embedded right in the HTML page. The language is simple to learn, but
is still powerful. It can allow you to do some very clever things, like monitoring
user clicks, storing data in variables, opening up custom browser windows, and
do technical calculations. This session will introduce how it is used with HTML
and what can be done with it.
A Prototype System
Having described some of the major software used in developing a web-based

simulation, in this section we are going to demonstrate the capabilities of one of
these courses in designing a simple prototype system to teach a basic science
course.
The prototype system will demonstrate how to construct a vector-based anima-

tion using Flash. The drawing commands are easy to learn so you will be spend-
ing more time on the special functions that Flash has to offer. The final file will
be placed on web pages. Currently, Flash is the only program that does vector
animations on the web, but there will surely be more to come. One downside to
flash is the need to have a plug-in driver to run the animation.
In order to develop a courseware you should learn the following concepts of

flash:
1. Basic drawing in Flash

2. Buttons and navigation
3. Moving and rotating objects
4. Saving files and publishing them on web pages
5. Plug-ins for browser
6. Converting Flash to a Java Applet
Pendulum Animation
The prototype system demonstrates how to develop a Vector based animation of

the Pendulum as shown in figures 4 and 5.
22
Figure 4. A Simple Flash Screen
The animation will include the following:
Swinging Pendulum
Ball
Rope
Sin Graph (import from Freehand
Animation of graph
Add sound
Embedded into Web page
Figure 5. a Vector based animation of the Pendulum

Conclusion
23
This study implies and advocates the importance of the new role technology por-

trays in the revolutionizing needs of the educational arena. The procession
towards a better and more interactive way of teaching Basic Sciences via the
Web leads us to a conclusion that the more traditional modes of teaching are to
be reviewed and modified for effective learning.
A major improvement and point of convenience is the grasping and understand-

ing of complex courses, which need more than books and educators. It also
allows for flexibility in the delivery of material in terms of the number of par-
ticipants, the timing of the teaching and the learning process. Moreover, it
requires new skills and competencies.
The particular design of the Web based simulation reported in this paper, how-
ever, was not meant to replace the traditional means of teaching and learning but
to enhance them so that collaboration and contextual learning could be added
rather than completely displace the traditional forms. Consequently, as the role
of controllers in the simulation indicates, the authority of lecturers and tutors
was not completely replaced but rather advanced by their role as facilitators.
The lesson learned from the experience of the online simulation is that while our
older academic models for teaching have significant limitations, using software
tools via the web, if designed with an eye to enhancing older forms rather than
eliminating them, can create a teaching environment that is fun and highly pro-
ductive for students.
24 References
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Page English - S13197 5/23/03 12:57 PM Page 1

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College of Education - Universty of Bahrain - Sakhir

Learning Basic Sciences Via The Web:

Dr. Yousif A-Latif Al-Bastaki

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10 Learning Basic Sciences Via

Dr. Yousif A.Latif Al-Bastaki

This paper addresses the implementation of an on-line web based simulation

Received on 2/10/2002 Accepted on 24/11/2002*

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Learning Basic Sciences Via 11

The Web: A Simulation-Based Approach

2003 ƒ«fƒj 2 Oó©dG 4 ó∏ÛG

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In this article we will discuss the characteristics of simulation based CBI’s. We

Firstly, we will discuss in general the importance of computer-based instructions

Computer Based Instructions

Guiding the student

Practicing by the student

Assessing student learing

Figure 1. Phases of CBI

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Presenting Information: This phase is instructor-centered. In order to teach

2003 ƒ«fƒj 2 Oó©dG 4 ó∏ÛG

Assessing student learning: Students learning must be assessed, usually with