Game‐ and Simulation‐Based Approaches to Training

Grossman, Rebecca; Heyne, Kyle; Salas, Eduardo

doi:10.1002/9781118736982.ch12

Cited by 8 publications

(1 citation statement)

References 58 publications

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“…The popularity of simulation-based training (SBT) has increased considerably in recent years, both in the training of professionals (Gegenfurtner et al, 2014) and in higher education (Chernikova et al, 2020;De Smale et al, 2016). Given that practicing complex skills is not always possible in real-life settings, SBT has the advantage that it provides learners with the opportunity to gain experience with professional tasks in a safe practice environment focused specifically on learning (De Jong & Van Joolingen, 1998;Grossman et al, 2014). The use of digital technology (e.g., VR or conversational AI) can make SBT more immersive and engaging, which is believed to have a positive effect on the learning outcomes achieved by its users (Gegenfurtner et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Creating authentic and effective practice scenarios for digital simulation-based conversation training

Gousseva,

Pluymaekers,

Hulsbergen

2024

RPTEL

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In this article, we describe and illustrate a five-step process model for designing practice scenarios for digital simulation-based conversation training, in which learners practice challenging conversations with a virtual character. To maximize the likelihood of a successful learning experience, it is important that these practice scenarios are perceived as authentic by learners, and that they are based on relevant theory and validated expertise from experienced professionals. Our process model describes the steps that developers can take to (1) uncover implicit expertise concerning professional conversations, (2) build a validated conversation model including feasible response options and (3) optimize the play experience so that learners feel sufficiently immersed and engaged while using the simulation-based training. The design process, which is cyclical in nature, is illustrated by means of a case study in which we developed a training for cross-cultural job interviews. Furthermore, we provide practical templates and examples of questions that can be asked to experts and learners during preliminary testing of the scenario. By doing so, we aim to make the process of designing training scenarios more transparent and duplicable, and help developers to avoid pitfalls and tackle conceptual and practical challenges that arise during the design process.

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Section: Introductionmentioning

confidence: 99%

Creating authentic and effective practice scenarios for digital simulation-based conversation training

Gousseva,

Pluymaekers,

Hulsbergen

2024

RPTEL

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Challenging learning goals improve performance in dynamically complex microworld simulations

Yang

Jiang

Gary

2016

System Dynamics Review

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The use of microworld simulators in classrooms and in experimental research has grown rapidly in recent years. Advocates suggest microworlds enhance learning compared with traditional instructional materials alone. However, people often have difficulty understanding the dynamics of microworld simulations, and learning and performance on microworlds typically plateau far below even simple behavioral benchmarks. Research from organization psychology suggests that assigning specific goals improves task learning and performance. This paper reports the results of two laboratory studies that examine the effects of two types of goals and two levels of goal difficulty on performance outcomes in the widely used People Express Microworld. We find that challenging compared with moderate learning goals result in higher performance outcomes. In contrast, there is no difference in performance outcomes between challenging and moderate performance goals. The findings show that including challenging learning goals in microworld instructional materials in classrooms and in experimental research will increase performance. Copyright © 2017 System Dynamics Society

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Perceived authenticity across three forms of educational simulations—the role of interactant representation, task alignment, and continuity of simulation

Corves,

Stadler,

Fischer

2024

Eur J Psychol Educ

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Authenticity in simulation-based learning is linked to cognitive processes implicated in learning. However, evidence on authenticity across formats is insufficient. We compared three case-based settings and investigated the effect of discontinuity in simulation on perceived authenticity. In a quasi-experiment, we compared formats of simulation in the context of medical education. All formats simulated anamnestic interviews with varying interactant and task representations using highly comparable designs. Interactants (patients) were simulated by (a) live actors (standardized patients), (b) live fellow students (roleplays), or (c) question menus and videoclips (virtual patients). The continuity of simulations varied. We measured perceived authenticity with three subscales: Realness, Involvement, and Spatial Presence. We employed confirmatory factor analysis (CFA) to assess measurement invariance across settings and analysis of variance on authenticity ratings to compare the effects of setting and discontinuous simulation. CFA supported the assumption of invariance. Settings differed in Realness and Spatial Presence but not Involvement. Discontinuous simulations yielded significantly lower ratings of authenticity than continuous simulations. The compared simulation modalities offer different advantages with respect to their perceived authenticity profiles. Lower levels of interactivity and reduced subtask representation do not necessarily lead to lower ratings of perceived authenticity. Spatial Presence can be as high for media-based simulation as for roleplays. Discontinuation of simulations by offering scaffolding impairs perceived authenticity. Scaffolds may be designed to avoid discontinuation of simulation to uphold perceived authenticity.

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Game‐ and Simulation‐Based Approaches to Training

Cited by 8 publications

References 58 publications

Creating authentic and effective practice scenarios for digital simulation-based conversation training

Creating authentic and effective practice scenarios for digital simulation-based conversation training

Challenging learning goals improve performance in dynamically complex microworld simulations

Perceived authenticity across three forms of educational simulations—the role of interactant representation, task alignment, and continuity of simulation

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