The page also suggests that simulations remove the "element of a danger from a situation". This takes me back to a few friends I had in high school. They went to a catholic high school, and as a part of their religion class, they were given RealCare Baby Simulators, and had to take care of them for a period of 24 to 72 hours. These robots would give students a sense of what it would be like to have to take care of a baby. It would cry when it was hungry, when it had soiled itself or when it wanted to be picked up for burping or rocking, and had a computer that would track it's owner's care and safe-handling. The RealCare Baby essentially eliminated all dangers associated with taking care of a real infant, while still giving it's users a real-life experience. Should a student forget to care for their RealCare Baby, the result would be nowhere near as detrimental as if they had forgotten to care for a real baby.
Finally, CreativeTeachingSite.com brings attention to the fact that "simulations can be paused, whereas real life cannot". This pausing quality of simulations makes them very relevant in teaching environments. Imagine teaching students about cell division using this simulator, for example. A teacher would be able to manipulate the timeframe—speeding it up, rewinding it and pausing it—to explain what is happening whenever necessary, in order to help ensure that their students are all following the topic.