Role of Guidance, Reflection, and Interactivity in an Agent-Based Multimedia Game.

Moreno, Roxana; Mayer, Richard E.

doi:10.1037/0022-0663.97.1.117

Cited by 306 publications

(225 citation statements)

References 33 publications

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“…It was more successful than receiving a justification for the simulation outcome or no further request to deal with the simulation results. Similar findings were obtained by Moreno and Mayer (2005), who showed the effectiveness of justifying the simulation outcome. Self-explanations can be induced by describing and interpreting one's own simulation outcome biologically.…”

Section: Discussionsupporting

confidence: 75%

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How effective is instructional support for learning with computer simulations?

et al. 2012

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The study examined the effects of two different instructional interventions as support for scientific discovery learning using computer simulations. In two well-known categories of difficulty, data interpretation and self-regulation, instructional interventions for learning with computer simulations on the topic ''ecosystem water'' were developed and tested using a sample of 124 eighth graders in science classes. The results demonstrate the effectiveness of instructional support for domain-specific factual, conceptual, and procedural knowledge acquisition. Students who received either only instructional support for data interpretation or only for self-regulation achieved the highest learning outcomes. However, a combination of instructional support for data interpretation and self-regulation seemed detrimental for knowledge acquisition. Students who received instructional interventions for both data interpretation and self-regulation also showed the highest values of perceived cognitive load. High cognitive load could be a reason for why a combination of particular instructional interventions does not lead to the expected positive learning outcomes.

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Section: Discussionsupporting

confidence: 75%

“…Further experimental support can be given by describing and justifying the simulation outcome. A study by Moreno and Mayer (2005) indicated higher domain-specific knowledge acquisition as a result of justifying one's own simulation outcome.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

How effective is instructional support for learning with computer simulations?

et al. 2012

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“…In fact, it can be argued that most educational games too often resemble digital exercise books and do not utilize the power of games as interactive context-free media. The reason for this may be that the field of educational technology lacks research on how to design game environments that foster knowledge construction and deepen understanding (Moreno & Mayer, 2005) and problemsolving while engaging and entertaining the user at the same time.…”

Section: Introductionmentioning

confidence: 99%

Evaluations of an Experiential Gaming Model

Kiili¹

2006

Human Technology

124

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“…The results of this study showed that adaptive guidance had a positive effect on the nature of trainees' study and practice, quality of their self-regulatory processes, knowledge acquired, performance, and performance adaptation. Moreno and Mayer (2005) examined the effects of guidance in an agent-based multimedia game.…”

Section: Future Research Directionsmentioning

confidence: 99%

“…As Blake and Scanlon (2007, p. 2) state, these findings suggest, "Simulations do not work on their own, there needs to be some structuring of the students' interactions with the simulation to increase effectiveness." Indeed, a number of recent studies have shown that Simulation-Based Training 16 adaptive advice and various types of support can help guide individuals through simulations and enhance learning outcomes (Bell & Kozlowski, 2002a;Leutner, 1993;Moreno & Mayer, 2005;Reid et al, 2003;Reiber, Tzeng, & Tribble, 2004). However, as we discuss later, additional research is needed to better understand the amount and type of guidance needed for trainees to leverage the learner control inherent in simulation-based training.…”

Section: Simulation-based Training 15mentioning

confidence: 99%

Current issues and future directions in simulation-based training in North America

Bell

Kanar

Kozlowski

2008

The International Journal of Human Resource Management

173

106

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A number of emerging challenges including globalization, economic pressures, and the changing nature of work have combined to create a business environment that demands innovative, flexible training solutions. Simulations are a promising tool for creating more realistic, experiential learning environments to meet these challenges. Unfortunately, the current literature on simulation-based training paints a mixed picture as to the effectiveness of simulations as training tools, with most of the previous research focusing on the specific technologies used in simulation design and little theory-based research focusing on the instructional capabilities or learning processes underlying these technologies. This article examines the promise and perils of simulation-based training, reviews research that has examined the effectiveness of simulations as training tools, identifies pressing research needs, and presents an agenda for future theory-driven research aimed at addressing those needs. been an increased prevalence of simulation-based training in both academia and industry. Faria (1998), for example, found that 97.5% of business schools used simulation games in their curricula. Faria and Nulsen (1996) estimated that 75% of US organizations with more than 1,000 employees were using business simulations, and it has been estimated that in 2003 the corporate simulation-based training industry generated between $623 and $712 million in revenue globally (Summers, 2004).The increased prevalence of simulations is due, in part, to the many potential benefits they offer as a training medium. Like other types of distributed learning systems, simulations allow training to occur almost anywhere and anytime, and this flexibility can be used to reduce or eliminate many of the variable costs associated with traditional training, such as classrooms and instructors (Summers, 2004). Simulations also possess unique features that create the potential for instructional benefits not offered by other instructional mediums. For example, simulations can be used to create a synthetic-or micro-world that immerses trainees in a realistic experience and exposes them to important contextual characteristics of the domain (Schiflett, Salas, & Coovert, 2004). Simulations can also be used as realistic practice environments for tasks that are too dangerous to be practiced in the real world or to provide opportunities for practice on tasks that occur infrequently (Cannon-Bowers & Bowers, in press).Simulation-Based Training 4 Elliott,Despite their vast potential, there are a number of costs and challenges associated with utilizing simulations to deliver training. One challenge is that the fixed costs associated with developing simulations are high and can be prohibitive for smaller organizations with limited training budgets. For example, it has been estimated that simulations delivered via e-learning can require 750 to 1,500 hours of development for each hour of training (Chapman, 2004).Perhaps a more important challenge is that research on the...

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Role of Guidance, Reflection, and Interactivity in an Agent-Based Multimedia Game.

Cited by 306 publications

References 33 publications

How effective is instructional support for learning with computer simulations?

How effective is instructional support for learning with computer simulations?

Evaluations of an Experiential Gaming Model

Current issues and future directions in simulation-based training in North America

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