In the context of e-Learning ecologies, simulations represent a powerful multimodal meaning-making system one that integrates text, visuals, sound, interactivity, and embodied cognition into an experiential form of learning. A simulation allows learners to engage in authentic, scenario-based activities that mirror real-life processes or environments. Rather than consuming information passively, learners act within a virtual world, make decisions, observe outcomes, and reflect on consequences all of which deepen conceptual understanding and procedural fluency.

According to Kalantzis and Cope (2017) in E-Learning Ecologies: Principles for New Learning and Assessment, multimodal environments like simulations “enable active knowledge construction through representation, interpretation, and transformation of experience.” This approach aligns with constructivist and experiential learning theories, positioning learners as knowledge co-creators rather than recipients.

A clear example of this can be seen in the PhET Interactive Simulations developed by the University of Colorado Boulder (https://phet.colorado.edu). These free online simulations allow students to explore scientific concepts such as energy conservation, motion, and electric circuits through hands-on experimentation. In a physics class, for instance, learners can manipulate variables like mass, velocity, or gravity in real-time, observing their effects through dynamic visual feedback and auditory cues. This multimodal engagement combining visual, textual, and kinesthetic interaction helps abstract concepts become tangible and memorable.

In inclusive education contexts, simulations are particularly valuable because they accommodate diverse learning needs. Learners with language or processing differences can engage with visual cues and interactive experimentation rather than relying solely on verbal or textual explanations.

Simulations thus embody the principle of “learning by doing” in digital ecologies, promoting critical thinking, creativity, and reflective practice through multimodal meaning-making.

References:
Kalantzis, M., & Cope, B. (2017). E-Learning Ecologies: Principles for New Learning and Assessment. Routledge.
University of Colorado Boulder. (2024). PhET Interactive Simulations. Retrieved from https://phet.colorado.edu