Essentials of Scenario Building for Simulation- Based Education

Huffman, James L.; McNeil, Gord; Bismilla, Zia; Lai, Anita

doi:10.1007/978-3-319-24187-6_2

Cited by 15 publications

(22 citation statements)

References 24 publications

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“…However, there are competing arguments that there is a subset of serious games, called scenario-based games, which at least overlaps with SBeL [8], and that, likewise, there is considerable crossover with Simulation-based e-learning [9].…”

Section: Review Of Scenario-based Educationmentioning

confidence: 99%

“…As identified earlier, there is a wealth of literature on scenario design however, in the majority of situations, a computer system is not used. However, where it is, a human facilitator tends to lead the delivery of the learning supported by a computer system, as described by Huffman [9] inter alia. The work described here is very different in that the Pandora + system will typically execute the training exercise with minimal or no intervention by a trainer.…”

Section: B Design Of the Pandoramentioning

confidence: 99%

“…The framework we have used for the process of design is similar to the process used by others such as Huffman [9], but is defined in more detail due to the nature of the requirements being solved here. It is also important to recognise that this is an iterative process, as with all learning materials there is always the need to update, revise and sometimes repurpose.…”

Section: Scenario-based Designmentioning

confidence: 99%

“…A core decision in the choice of scenario is the level of realism required. As discussed in Huffman [9], a decision needs to be made about three types of fidelity: physical fidelity is where the "simulation looks realistic", has the right equipment etc. ; conceptual fidelity focuses on whether the "theory, meaning, concepts and relationships" make sense; and finally emotional fidelity concerns "actions and relations of an emotional kind".…”

Section: Scenario-based Designmentioning

confidence: 99%

“…different decisions [21], however in the context of scenario design, they can be used slightly differently, for example, Huffman [9] uses them not to create alternative branches in the scenario but to create more complexity and realism in a situation in order to make it more challenging. An example could be to raise the chaos level in an emergency room, or introduce people who make a mistake, or to lose a resource a trainee had expected to have available.…”

Section: Scenario-based Designmentioning

confidence: 99%

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Developing a Framework for Automated Scenario-Based e-Learning Design

MacKinnon¹,

Bacon²,

Klosowski³

2018

EasyChair Preprints

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Abstract-Scenario-based e-learning can be used to enable students to develop expertise, in situations that are rare or infrequent, too hazardous for the inexperienced, too expensive to permit practice and failure, or simply not available. Developing automated courses requires significant technical ability, separate from the subject expertise of the educator. This paper introduces a framework developed to simplify this process, along with a scenario authoring and cloud-based training environment, Pandora + Keywords -scenario-based e-learning; accelerated expertise; scenario authoring; cloud-based training; authoring and development framework.

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Section: Review Of Scenario-based Educationmentioning

confidence: 99%

Section: B Design Of the Pandoramentioning

confidence: 99%

Section: Scenario-based Designmentioning

confidence: 99%

Section: Scenario-based Designmentioning

confidence: 99%

Section: Scenario-based Designmentioning

confidence: 99%

See 3 more Smart Citations

Developing a Framework for Automated Scenario-Based e-Learning Design

MacKinnon¹,

Bacon²,

Klosowski³

2018

EasyChair Preprints

View full text Add to dashboard Cite

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Simulation research and design: a dual-level framework for multi-project research programs

Fink¹,

Radkowitsch

Bauer

et al. 2020

Education Tech Research Dev

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Collaborations between researchers and practitioners have recently become increasingly popular in education, and educational design research (EDR) may benefit greatly from investigating such partnerships. One important domain in which EDR on collaborations between researchers and practitioners can be applied is research on simulation-based learning. However, frameworks describing both research and design processes in research programs on simulation-based learning are currently lacking. The framework proposed in this paper addresses this research gap. It is derived from theory and delineates levels, phases, activities, roles, and products of research programs to develop simulations as complex scientific artifacts for research purposes. This dual-level framework applies to research programs with a research committee and multiple subordinate research projects. The proposed framework is illustrated by examples from the actual research and design process of an interdisciplinary research program investigating the facilitation of diagnostic competences through instructional support in simulations. On a theoretical level, the framework contributes primarily to the literature of EDR by offering a unique dual-level perspective. Moreover, on a practical level, the framework may help by providing recommendations to guide the research and design process in research programs.

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