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The performance of complex decision-making requires not only domain specific knowledge, but also a clear understanding of how to accurately make decisions. It is our belief that when training decision-making skills, feedback type will play an important role in increasing learning gains. In an attempt to understand this relationship, we investigated the effects of three types of feedback (process, outcome, and normative) on the task performance of college students within a complex, real time, computer based simulation. We collected data from 48 participants. Data analyses showed a statistically significant difference between groups. Specifically, the results revealed that participants who received process feedback outperformed participants who received normative feedback, outcome feedback, and a no feedback (control) condition. The implications of these results for optimal feedback delivery methods within scenario based training environments will be discussed.

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