Adapting simulation responses from judgment-based to analytic-based scores: A process model, case study, and empirical evaluation of managers’ responses among a sample of managers.

Sanchez, Diana R.; Lysebetten, Saar Van; Gibbons, Alyssa Mitchell

doi:10.1037/mgr0000049

Cited by 1 publication

(1 citation statement)

References 96 publications

(158 reference statements)

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“…There have been a handful of studies that directly compare individuals who played with a team to individuals who played alone in a training setting [13][14][15][16][17]. A similar stream of research has reported on the positive impact that teamwork can have on individual outcomes [18,19].…”

Section: Human Interactionmentioning

confidence: 99%

Videogame-Based Learning: A Comparison of Direct and Indirect Effects across Outcomes

Sanchez

2022

MTI

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Videogame research needs to identify how game features impact learning outcomes. This study explored the impact of the game feature–human interaction on training outcomes (i.e., affective states and declarative knowledge), and examined possible mechanisms (i.e., perceived value and active learning) that mediate this relationship. Participants included 385 undergraduate students: 122 trained alone and 263 trained with a team. All participants completed a computer-based training with four learning objectives (i.e., accessing the game, using the main controls, playing the game scenarios, knowing the game stations) prior to playing the game. After accounting for the indirect effects in the model, human interaction (i.e., playing with a team) had a significant direct effect on affective states, but not declarative knowledge. Learners who trained with a team reported greater positive affective states (indicated by psychological meaning, perceived enjoyment, motivation, and emotional engagement), but no difference in declarative knowledge (i.e., participants knowledge of team roles and responsibilities). Further analyses showed game-based training with a team impacted the affective states of learners through mechanisms of perceived value and active learning, while only active learning mediated the relationship between human interaction and declarative knowledge.

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Section: Human Interactionmentioning

confidence: 99%

Videogame-Based Learning: A Comparison of Direct and Indirect Effects across Outcomes

Sanchez

2022

MTI

Self Cite

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Adapting simulation responses from judgment-based to analytic-based scores: A process model, case study, and empirical evaluation of managers’ responses among a sample of managers.

Abstract: Alyssa Mitchell Gibbons helped design the specific simulation exercise that was analyzed in the research, but before this project was conceived, and in no way stands to gain financially from the results of this research.

Cited by 1 publication

References 96 publications

Videogame-Based Learning: A Comparison of Direct and Indirect Effects across Outcomes

Videogame-Based Learning: A Comparison of Direct and Indirect Effects across Outcomes

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