▁had ▁their ▁use ▁under ▁a ▁number ▁of ▁different ▁names . ▁Ken ▁Jones ▁in ▁the ▁ 1 9 8 0 s ▁defined ▁simulations ▁as ▁interactions ▁between ▁people ▁such ▁as ▁role - play ing . ▁O thers ▁suggest ▁that ▁exper ient ial ▁learning ▁activities ▁like ▁those ▁found ▁in ▁team ▁training ▁or ▁ro pes ▁courses ▁are ▁also ▁simulations ▁because ▁they ▁rep licate ▁the ▁human ▁decision - making ▁processes ▁groups ▁may ▁display , ▁al beit ▁in ▁a ▁very ▁different ▁environment . ▁These ▁can ▁be ▁considered ▁instruction al ▁simulations ▁because ▁the ▁effective ▁use ▁of ▁these ▁simulation ▁types ▁include ▁using ▁instruction al ▁elements ▁to ▁help ▁learn ers ▁focus ▁on ▁key ▁behav iors , ▁concepts ▁or ▁principles . ▁ ▁With ▁the ▁ever ▁decre asing ▁cost ▁of ▁computing ▁tools , ▁virtual ▁and ▁construct ive ▁simulation ▁are ▁being ▁used ▁more ▁and ▁more . ▁Sim ulation ▁is ▁used ▁more ▁and ▁more ▁in ▁e - learning ▁environments ▁because ▁of ▁improved ▁Web - author ing ▁tools ▁and ▁an ▁increasing ▁demand ▁for ▁performance - based ▁training . ▁As ▁a ▁result , ▁more ▁non - techn ical ▁personnel ▁are ▁involved ▁design ing ▁simulation , ▁a ▁field ▁domin ated ▁by ▁engine ers ▁and ▁computer ▁scient ists . ▁ ▁Inst ruction al ▁design ▁models ▁for ▁simulations ▁ ▁Most ▁traditional ▁instruction al ▁design ▁models ▁have ▁at ▁least ▁four ▁components : ▁ ▁Analysis ▁– ▁components ▁usually ▁included ▁are ▁a ▁goal ▁analysis , ▁performance ▁analysis , ▁target ▁population ▁analysis , ▁task ▁analysis , ▁media ▁selection , ▁and ▁cost ▁analysis . ▁ ▁Design ▁– ▁including ▁interface ▁design , ▁sequ encing , ▁less on