The Effectiveness of Narrative Pre-Experiences for Creating Context in Military Training

Abstract

Trainers need to identify effective, low-cost training experiences for today’s military workforce to meet the increasing demands of today’s warfighting environment. Although low-fidelity simulations have been demonstrated to be effective in this regard, research has demonstrated that specially tailored pre-experiences can increase the effectiveness of these simulations. Unfortunately, the cost of these pre-experiences negates the cost benefits of the simulations that they improve. In this article, we describe a study to evaluate the effectiveness of a lower cost pre-experience. The results are discussed in the context of future directions for research.

The Effect of Digital Game-Based Learning Interventions on Cognitive, Metacognitive, and Affective-Motivational Learning Outcomes in School: A Meta-Analysis

“…There is strong evidence that narratives support problem-solving in games (Lester et al, 2014) and are effective for learning (Jackson et al, 2018). Furthermore, they can foster emotional engagement (Bowers et al, 2013) that can also support deeper information processing. Based on these explanations, we assume that DGBL interventions with a narrative lead to greater learning gains than DGBL interventions without a narrative (Hypothesis 2.7).…”

Assessing the Distinctive Contributions of Simulation & Gaming to the Literature, 1970-2019: A Bibliometric Review

“…More specifically, the paper proposed a theoretical model that links critical features of games with the instructional process and learning outcomes. It represents a seminal contribution to 'gaming science', which seeks to define the principles underlying the design of effective simulations and games (Bowers et al, 2013;Crookall, 2009Crookall, , 2010Klabbers, 2003Klabbers, , 2018Landers, 2014;Landers & Landers, 2014).…”

“…The significance of research published in Simulation & Gaming is placed in additional perspective by considering the breadth of subject domains in which simulation/ gaming has been adopted and studied (Bragge et al, 2010;Crookall, 2009;Hallinger & Wang, 2020). Prior research reviews and surveys have documented the use of simulation/gaming in a wide range of education fields including business education (Faria et al, 2009), natural resource management (Barreteau et al, 2007), education management (Hallinger & Kantamara, 2001), engineering (Davidovitch et al, 2006), environmental science (Katsaliaki & Mustafee, 2015), computer science (Repenning et al, 2015), military training (Bowers et al, 2013) and health care (Gaba et al, 2001). Moreover, the relevance of simulation/gaming has increased in recent years as educators have intensified the search for active learning approaches whose efficacy is supported by empirical research (e.g., Freeman et al, 2014;Waltz et al, 2014).…”

Opening Cinematics

“…In another experiment, Bowers, Serge, Blair, Cannon-Bowers, Joyce, and Bohnsack (2013) attempted to replicate the findings of the original Morris et al (2004) experiment, but instead of including video clips, participants read text-based narratives before engaging in training. The control group read an excerpt describing the game they were about to play.…”