Constructs of Simulation Evaluation

Abstract

Although instructional research on simulation has been around for almost 40 years, validation research has failed to hold itself to a common, scientifically acceptable methodology for evaluating this type of learning environment. Several comprehensive reviews of simulation assessment literature have all concluded that this problem stems from poorly designed studies, a failure to adhere to a generally accepted research taxonomy, and no well-defined constructs with which to assess learning outcomes. This article seeks to address the problem by reviewing the various concepts employed in the literature of simulation evaluation and integrating them into a coherent framework from which the evaluative process may proceed in a more systematic manner.

Putting Theory-Oriented Evaluation Into Practice

“…The history of efforts to study and prove their effectiveness and efficiency as a learning tool for business education purposes is also long (Wolfe & Crookall, 1998) and has been accompanied by changes in what has been accepted as valid evaluation criteria and methodologies (Feinstein & Cannon, 2002). Accordingly, a frequent critique in the gaming simulation literature concerns the conduct and results of its evaluation activities.…”

“…Hence, in addition to student factors, aspects of the learning environment as well as teacher characteristics have been included on the input side of the model. Concerning the learning environment, research suggests that there are two important quality aspects of gaming simulations (Feinstein & Cannon, 2002;Gosen & Washbush, 2004). Content quality refers to the simulation model within the game, which has to be a valid representation of reality to enable students to acquire applicable knowledge.…”

Metodologia de Desenvolvimento de Jogos Sérios: especificação de ferramentas de apoio open source

“…Nas simulações, as fidelidades física e comportamental são os graus em que o modelo de simulação: se parece fisicamente (interface, áudios e controles); ou age (informações, estímulos e respostas) e reage (comportamento e interatividade) às tarefas sendo executadas, comparadas ao equipamento, ambiente ou fenômeno do mundo real [23]. Entretanto, estudos indicaram que a percepção de verossimilhança é mais importante do que a alta fidelidade [23].…”

“…Entretanto, estudos indicaram que a percepção de verossimilhança é mais importante do que a alta fidelidade [23]. Além de que, alguns componentes de simulação que reduzem o realismo podem aumentar o aprendizado, tais como, parar e reiniciar, ou um mecanismo de feedback avançado [24].…”

The contribution of virtual enterprises to competence-based learning: an assessment from the students’ perspective: Case study

“…However, despite all the benefits described above on the learning environment that virtual enterprises bring up for students, more empirical studies supported with substantial research are needed to concrete the learning outcomes, in terms of competences, acquired by students (Feinstein and Cannon 2002). The purpose of this work is to contribute in this regard trying to shed some light on the effectiveness of virtual enterprises in terms of these learning outcomes.…”