The automation of feedback in collaborative learning: A design ethnography of maritime simulation

Abstract

Collaborative learning in high-fidelity simulators is an important part of how master mariner students are preparing for their future career at sea, becoming part of a ship’s bridge team. This study aims to inform the design of an intelligent learning system to be used for providing adaptive feedback to master mariner students engaged in collaborative learning activities in high-fidelity simulators. Through a design ethnographic approach, we are basing or analysis on video records of everyday training practices at a simulator center in Scandinavia. Findings show how the delivery of feedback in simulation training consist of recurring, multilayered, and multimodal feedback cycles. These cycles consist of the instructors’ close monitoring of the students' actions to continuously assess the fit between the learning objectives and the ongoing task, to provide feedback that draws on the rich semiotic resources of the simulated environment while considering aspects of realism and authenticity of importance for professional learning. Considering the multilayered and multimodal nature of feedback in professional learning contexts, as well as the role-playing character of feedback in simulator-based maritime training, our results highlight the importance of taking on a multimodal learning analytics approach to gather data on how students collaboratively engage with their tasks to design feedback that have the potential to scaffold their learning trajectories.