Low-Cost PC Gaming and Simulation: Doctrinal Survey

Tarr, Ronald W.; Morris, Christina S.; Singer, Michael J.

doi:10.1037/e500772012-001

Cited by 4 publications

(4 citation statements)

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“…Videogames as instructional tools allow for greater interactivity, multisensory stimulation, and accurate feedback (Garris, Ahlers, & Driskell, 2002;Tarr, Morris, & Singer, 2002), and thus, enhanced trainee motivation and performance during training (O'Neil & Fisher, 2004;Orvis, Horn, & Belanich, 2008). Research also indicates that skills learned in videogame-based instructional environments transfer to real-life situations (Gopher, Weil, & Bareket, 1994;Knerr, Simutis, & Johnson, 1979).…”

mentioning

confidence: 92%

Interaction Among Self-Efficacy, Goal Orientation, and Unrealistic Goal-Setting on Videogame-Based Training Performance

Brusso

Orvis

Bauer

et al. 2012

Military Psychology

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This study sought to investigate what happens to trainee performance when an individual sets an unrealistically difficult performance goal early in training, which results in a large goal-performance discrepancy. Data from 185 trainees participating in a videogame-based training environment demonstrated that a single large discrepancy negatively impacts immediate subsequent training performance. Moreover, performance avoid goal orientation and self-efficacy were found to jointly moderate the impact of the discrepancy for both trainees' immediate subsequent performance and their rate of performance improvement across the training program. These

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mentioning

confidence: 92%

Interaction Among Self-Efficacy, Goal Orientation, and Unrealistic Goal-Setting on Videogame-Based Training Performance

Brusso

Orvis

Bauer

et al. 2012

Military Psychology

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“…Part of its overall charter is to help forge productive links between the electronic game industry and projects involving the use of games in education, training, health, and public policy." Tarr, Morris, and Singer (2002) examined the possibility of using PC simulation games for US military training. They concluded that PC games now have the capability to assist learning, transfer, and performance in a variety of domains, including substitution for real world training requirements.…”

Section: Serious Gamesmentioning

confidence: 99%

Simulation in education and training

Kincaid

Westerlund

2009

Proceedings of the 2009 Winter Simulation Conference (WSC)

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Historically, the use of simulation has been an important aspect of training in some fields (such as aviation). As the cost of computing power decreases simulation is now finding its way into training for other fields. As simulation moves into these other fields, it is increasingly moving away from traditional large hardware systems (e.g., full-motion simulators) to rich virtual environments such as serious games. However, matching the most efficient type and category of simulation to train specific learning needs is a specialized skill and there is a shortage or gap in the training of simulation specialists who can effectively design and employ training simulation. The skills needed by these professionals are presented and a program that has been established to train professionals in developing these required skills is discussed.

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“…The use of videogames has become a popular medium for training in the military because they are effective tools for learning and understanding complex subject matter (Ricci, Salas, & Cannon-Bowers, 1996). This approach is also immersive and engaging in ways that traditional workbooks or manuals are not and has the capability to provide realistic feedback and multisensory information (Garris, Ahlers & Driskell, 2002;Tarr, Morris, & Singer, 2002). Research has also shown that skills learned in game-based training environments transfer to real-life situations (Gopher, Weil, & Bareket, 1994;Knerr, Simutis, & Johnson, 1979).…”

Section: Utilization and Dissemination Of Findingsmentioning

confidence: 99%

Feedback in Videogame-based Adaptive Training

Rivera¹

2011

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The field of training has been changing rapidly due to advances in technology such as videogame-based adaptive training. Videogame-based adaptive training has provided flexibility and adaptability for training in cost-effective ways. While this method of training may have many benefits for the trainee, current research has not kept up to pace with its implementation. This research closes this gap by testing four competing feedback and training theories. The ACT-R theory and the feedback intervention theory provide different recommendations for the frequency (frequent or infrequent) that feedback should be provided during training. Self-efficacy theory and control theory provide different recommendations for the appropriate feedback sign (positive or negative) that should be provided during training. Research was conducted in which the frequency of feedback and feedback sign were manipulated in a videogamebased adaptive training environment. MANOVA results indicate that frequent negative feedback and infrequent positive feedback were beneficial to trainee performance. The role of feedback orientation was also examined as a moderator of the relationship between feedback and performance, but was not supported. The findings serve as a framework for practitioners in determining the necessary type of feedback needed when designing videogamebased adaptive training. 15. SUBJECT TERMS Interpersonal skills, Army training, videogame-based training, adaptive training, scenario-based training, VECTOR SECURITY CLASSIFICATION OF 19.

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Low-Cost PC Gaming and Simulation: Doctrinal Survey

Cited by 4 publications

References 0 publications

Interaction Among Self-Efficacy, Goal Orientation, and Unrealistic Goal-Setting on Videogame-Based Training Performance

Interaction Among Self-Efficacy, Goal Orientation, and Unrealistic Goal-Setting on Videogame-Based Training Performance

Simulation in education and training

Feedback in Videogame-based Adaptive Training

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