immersive simulation improves learning

Download Immersive Simulation Improves Learning

Post on 18-Dec-2014

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A short presentation that highlights the key elements within Immersive Sims that drive learning performance. Provides links to evidence based studies.

TRANSCRIPT

  • 1. Immersive Learning Simulations
    • Rich skills practice
    • 2. High motivation
    • 3. Authentic learning
    • 4. Safe failure
    • 5. Deep learning
    • 6. Precise measurement
    Performance Improvement
  • 7. Best form of rich skills practice
    • 93% of deployments showed better or much better results than other methods.
    • 8. For complex knowledge, skill acquisition and procedure learning.
    • 9. Deep learning through rehearsal, practice, failure, feedback and success.
    * eLearning Guild (2008) Immersive Learning Simulations - the demand for, and demands of, simulations, scenarios, and serious games.
  • 10. Motivation
    100%
    Learning Performance
    Learning Experience
    96%
    92%
    90%
    0%
    Engage and Motivate
    Motivation necessary for learning improvement
    ** Rome game testing. Independent testing with 3,000 students over 3 weeks.
    ILS scored higher than any other format on each metric.
  • 11. Authentic Learning
    Realistic scenarios increase knowledge transfer
    A progression of practice opportunitieshelps promote transfer, since learners are continually transferring their skills from one practice opportunity to the next.
    The Mission Game provides learners with a practice experience that bears strong similarities to real-life this increases transfer and the likelihood that trainees will actually be able to apply their skills in real life.
    Beal, C., Johnson, W.L., Dabrowski, R., & Wu, S. (2005). Iterative feedback and simulation-based
    practice in the Tactical Language Training System
  • 12. Safe failure
    Error management critical for learning improvement*
    ILS encourage error management
    People can test scenarios, get real-time feedback, and review and evaluate both good performance and potentially catastrophic mistakes
    * Keith N, Frese M. Self-regulation in error management training: emotion control and metacognition as mediators of performance effects. J Appl Psychol. 2005 Jul;90(4):677-91
  • 13. Mentoring and measurement
    Developing expertise requires deliberate practice supervised by knowledgeable mentors*
    ILS provide deep diagnostics to support mentoring
    • Measure actual behaviour performance
    • 14. Observe avoidant or non behaviour
    • 15. Decision making
    • 16. Judgement
    Ericsson, 2006, chapter 38. In Cambridge handbook of expertise and expert performance

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