Simulation: A complex pedagogical space

Rooney, Donna; Nyström, Sofia

doi:10.14742/ajet.4470

Cited by 16 publications

(23 citation statements)

References 44 publications

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“…Second, while deliberate practice has been used for tasks in professions with more tangible and concrete procedures with clear, demonstrable outcomes (e.g., surgery, aviation), training for therapeutic skills involves more complex processes. Learning through video simulations of psychotherapy may thus require more complex and heterogenous situations (Rooney & Nystrom, ). Especially for learning of therapeutic interpersonal skills, learners may benefit less from specific instructions about concrete procedures and more from tacit observational learning, possibly because learners need the mental space to idiosyncratically process concepts into context‐relevant performance (Anderson, Crowley, Patterson, & Heckman, ).…”

Section: Practice and Observation Of Therapistsmentioning

confidence: 99%

Modeling therapist responses with structured practice enhances facilitative interpersonal skills

et al. 2019

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Objective Facilitative interpersonal skills (FIS) video stimuli were used to develop and test a brief training component of observational modeling with repeated practice. Specifically, this study hypothesized that a brief training of video modeling therapeutic use of interpersonal skills, combined with repeated practice, would result in improved FIS responses (relative to control). Method Undergraduates (n = 101) with expressed interest in the helping professions were randomly assigned to Modeled Practice or Control conditions. After a baseline, participants in Modeled Practice observed model responses and then repeatedly practiced different responses, while those in the Control group observed videos comparable in format, but nontherapeutic in content. Participants then gave responses to different simulated clients, which were used to assess hypotheses. Results FIS for Modeled Practice was significantly higher than controls in postpractice. Conclusions Result provides empirical support for training in practice strategy components and has implications for therapeutic deliberate practice training.

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Section: Practice and Observation Of Therapistsmentioning

confidence: 99%

Modeling therapist responses with structured practice enhances facilitative interpersonal skills

et al. 2019

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“…Simulations are used in a variety of settings, including in education, aviation, nursing, social work, and transport (Rooney & Nyström, 2018 ). The use of simulations for science learning is currently a widespread practice (Langbeheim & Levy, 2019 ; Rooney & Nyström, 2018 , Rutten et al, 2012 ).…”

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confidence: 99%

Simulations to Teach Science Subjects: Connections Among Students’ Engagement, Self-Confidence, Satisfaction, and Learning Styles

Almasri

2022

Educ Inf Technol

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With the increasing technology integration practices in education, the adoption of computer simulations to teach conceptual understanding of science concepts is widely accepted by educators across the globe. To understand the connections between learners’ engagement and satisfaction with simulations for science learning and their learning styles, the present study analyzed 1034 university students' perceptions and experiences of using simulations for learning physics, chemistry, and biology subjects. The study took place in a large public university in a gulf country. Precisely, this study provides an empirically driven exploration of the connection between tertiary students' engagement and satisfaction with simulation-based learning and their learning styles. The findings of this study showed that the participants showed a very high level of engagement and satisfaction with the use of simulations for learning science concepts in the subjects of physics, chemistry, and biology. Their self-confidence and VAK learning styles, particularly the kinesthetic style, were significant predictors of their engagement and satisfaction with the learning process. The findings from this study have implications for the benefit of researchers and practitioners interested in the effective adoption of computer simulations as a pedagogical approach in science education.

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“…The health care sector dominates the field of research on simulation today (e.g. Issenberg, McGaghie, Petrusa, Lee Gordon & Scalese, 2005;Motola et al, 2013;Nyström, Dahlberg, Hult & Abrandt Dahlgren, 2016b;Rooney, Hopwood, Boud & Kelly, 2015;Rooney & Nyström, 2018).…”

Section: Previous Research On Simulationmentioning

confidence: 99%

“…Therefore, Ahn et al (ibid) argue that by manipulating the available sociomaterial arrangements, the pedagogical outcomes could be affected and changed. Furthermore, Rooney and Nyström (2018) argue that the use of simulators creates a complex pedagogical space, since teaching in these spaces is demanding for educators, as they must have multiple foci if they are to support all the students in their learning.…”

Section: Emphasisesmentioning

confidence: 99%

Simulation-based training in VET through the lens of a sociomaterial perspective

Ahn

Nyström

2020

NJVET

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This article aims to review the pedagogical research on simulation training in vocational education and training (VET) and to discuss the emerging teaching practice from a sociomaterial perspective on learning and practice. Literature reviews on research into simulation training with pedagogical interests show that there are three main themes: 1) the effect of technology-enhanced simulation training, 2) the fidelity and authenticity of simulation and learning, and 3) pedagogical consideration and underpinnings. The article draws on a sociomaterial perspective on learning and practice to problematise and discuss the findings of previous research. This theoretical perspective makes it possible to discuss how technology, educational practice and social relations are intertwined and precondition each other. Through the lens of sociomaterial theory, the article discusses how the introduction of the new technologies brings about changes and expectations of what can be learned, how the teaching practices are enacted and how this affects the relationship between teachers and students.

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Simulation: A complex pedagogical space

Cited by 16 publications

References 44 publications

Modeling therapist responses with structured practice enhances facilitative interpersonal skills

Modeling therapist responses with structured practice enhances facilitative interpersonal skills

Simulations to Teach Science Subjects: Connections Among Students’ Engagement, Self-Confidence, Satisfaction, and Learning Styles

Simulation-based training in VET through the lens of a sociomaterial perspective

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