Reviewing Simulation Technology: Implications for Workplace Training

Abstract

Organizations have maintained a commitment to using simulation technology for training purposes because it prepares employees for realistic work scenarios they may encounter and provides a relevant method for teaching hands-on skills. One challenge that simulation technology has faced is the persistent threat of obsolescence, where investment in an up-to-date solution can rapidly become irrelevant in a matter of months or years as technology progresses. This can be particularly challenging for organizations who seek out the best solutions to help develop and train employees while facing the constraints of limited resources and lengthy acquisition times for tools and equipment. Some industries and organizations may benefit from anticipating which technologies might best serve employees and stakeholders in the future. In this manuscript, we took a historical approach, looking at the history of training and the use of simulation-like experiences over time, which helps us identify historical themes in workplace training. Next, we carried out a systematic review of the recent training research using simulation technology to understand how these recent findings help us understand the identified historical themes. Lastly, we summarized the research literature on simulation technology used for training, and highlighted future directions and made recommendations for practitioners and researchers.

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

“…When assessing the authenticity of a simulation, a distinction can be made between physical correspondence and psychological or functional correspondence (Chernikova et al, 2023;Straus et al, 2019). Physical correspondence refers to the degree to which the visual, haptic, or other sensory properties of the simulation environment correspond to reality, while psychological correspondence refers to the simulation's ability to elicit the cognitive, behavioral, and affective responses that characterize the situation in reality (Sanchez et al, 2023;Straus et al, 2019). According to Gilbert (2016), the degree of physical correspondence is mainly influenced by the characteristics of the technology used, while psychological correspondence depends on the extent to which the content of the simulation meets the expectations of the learner.…”

“…Such a narrative not only allows designers to share contextual and task-related information with learners, but it also increases learner motivation by emphasizing the relevance and challenging nature of the task to be performed in the SBT. In addition, it is important that learners experience a certain degree of control while engaging with the SBT (Sanchez et al, 2023). They must be able to choose between different strategies and experience the effects of those strategies.…”