Assessment Methodology for Computer-Based Instructional Simulations

Koenig, Alan D.; Iseli, Markus; Wainess, Richard; Lee, John J.

doi:10.7205/milmed-d-13-00217

Cited by 10 publications

(11 citation statements)

References 37 publications

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“…Extraneous cognitive load is a load caused by any unnecessary stimuli. These are key design considerations when designing educational games [113]. Achieving the proper balance between entertainment and instruction in a game is essential and can be difficult to attain.…”

Section: Game-based Learning Health Security Applicationsmentioning

confidence: 99%

Simulation and Modeling Applications in Global Health Security

French

2020

Advanced Sciences and Technologies for Security Applications

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Global health security (GHS) is dependent upon having an adequate and prepared health security workforce. There are currently numerous challenges in establishing and maintaining a health security workforce. The frequency and magnitude of disasters have increased significantly over the past 30 years. Current and future GHS threats, both manmade and natural, require a prepared and flexible healthcare provider workforce ready to respond to current or emerging GHS threats [1]. Developing and maintaining GHS -specific skills in the healthcare workforce is a tremendous logistical challenge. Innovative education technologies, including simulation and digital learning, can be leveraged to achieve preparedness for GHS threats [2].Ebola Virus Disease (EVD), Middle East Respiratory Syndrome (MERS) and other emerging infectious diseases (EID) are also concerns for GHS. The world faces increasing challenges related to natural and manmade disasters as the frequency and magnitude of disasters have increased significantly over the past 30 years. Healthcare workers protect the well-being of people around the world by preventing, detecting, and responding to public health threats. Current and future GHS threats, both manmade and natural, require a prepared and flexible healthcare provider workforce ready to respond to current or emerging threats [3].There is a global public health workforce shortage. The WHO tracks healthcare workforce data on 186 countries, and 57 were insufficient in healthcare provider availability and accessibility [4]. The 2013-2016 African EVD epidemic revealed WHO organizational deficiencies in coordinating responses to public health emergencies and a shifting of priorities away from global health security threats [5]. It Providing initial and sustainment training to the diverse GHS healthcare workforce is expensive and inefficient utilizing the traditional classroom model. Greater demands have been placed on disaster medicine educators. There is a need to develop innovative methods to educate healthcare providers in the ever-expanding body of disaster medicine knowledge [22].Many of these challenges can be met with gaming and simulation technologies new generations of GHS responders have embraced. Simulation-based training (SBT) has been demonstrated to provide effective learning and is increasingly being integrated into healthcare provider education [23]. The advantages of SBT may be summarized as follows: (1) safety-simulated lives and health can be jeopardized to any extent required for training without harming any people; (2) economy-simulated material and equipment can be used, misused, and expended;(3) visibility-simulation can provide visibility in two ways; you can make the invisible visible and control the visibility of details allowing the learner to discern the forest from the trees or the trees from the forest as needed; (4) time control -simulator time can be sped up, slowed down, or stopped. It can also be completely reversed, allowing learners to replicate specific problems, events, or opera...

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Section: Game-based Learning Health Security Applicationsmentioning

confidence: 99%

Simulation and Modeling Applications in Global Health Security

French

2020

Advanced Sciences and Technologies for Security Applications

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“…Opponents of simulation use in higher education argue that it is not a valid or reliable predictor of student performance (Teach & Patel, 2007;Wolfe & Luethge 2003) and that the presence of educational content in a simulation does not guarantee its efficacy (Koenig et al, 2013); therefore, more research is needed that demonstrates simulation performance equals learning (Anderson & Lawton, 2009;Xu & Yang, 2010).…”

Section: Limitationsmentioning

confidence: 99%

“…Additionally, study reports cite immediate feedback, skill acquisition, and self-directed learning as the most prevalent reasons for computer simulation use across disciplines (Bai & Fusco, 2011;Koenig, Iseli, Wainess, & Lee, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, several studies conclude that in order to facilitate transfer, authentic-like tasks are necessary to promote effective learning and workplace relevance (Koenig et al, 2013;Muir, Allen, Rayner, & Cleland, 2013;Rackaway & Goertzen, 2008). When used as an instructional method, Rogers (2011) contends that computer simulation bridges the gap between reality and abstract knowledge.…”

Section: Introductionmentioning

confidence: 99%

“…In sum, proponents affirm that computer simulations promote student interest and involvement, foster retention of information, and offers opportunities for affective and behavioral learning (Alexe, 2013;Koenig et al, 2013;Muir et al, 2013;Sauter, Uttal, Rapp, Downing, & Jona, 2013). Furthermore, those in favor of computer simulation use in higher education contend that through repeated practice and immediate feedback, transfer of knowledge, skills, and abilities from classroom to real world environments is enhanced (Alexe, 2013;Rackaway & Goertzen, 2008).…”

Section: Introductionmentioning

confidence: 99%

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The Use of Computer Simulation to Compare Student performance in Traditional versus Distance Learning Environments

Guy

Lownes-Jackson

2015

IISIT

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Simulations have been shown to be an effective tool in traditional learning environments; however, as distance learning grows in popularity, the need to examine simulation effectiveness in this environment has become paramount. A casual-comparative design was chosen for this study to determine whether students using a computer-based instructional simulation in hybrid and fully online environments learned better than traditional classroom learners. The study spans a period of 6 years beginning fall 2008 through spring 2014. The population studied was 281 undergraduate business students self-enrolled in a 200-level microcomputer application course. The overall results support previous studies in that computer simulations are most effective when used as a supplement to face-to-face lectures and in hybrid environments.

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Guidelines for the Design and Implementation of Game Telemetry for Serious Games Analytics

Chung¹

2015

Serious Games Analytics

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Assessment Methodology for Computer-Based Instructional Simulations

Cited by 10 publications

References 37 publications

Simulation and Modeling Applications in Global Health Security

Simulation and Modeling Applications in Global Health Security

The Use of Computer Simulation to Compare Student performance in Traditional versus Distance Learning Environments

Guidelines for the Design and Implementation of Game Telemetry for Serious Games Analytics

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