Abstract
<p> <p id="x-x-x-x-x-p-1"> <em> Background </em> . Training simulations provide opportunity for users to repeat actions in order to <strong> master a task </strong> . Once a mistake has been identified, however, difficulties may arise in <strong> replicating </strong> the exact sequence of <strong> previous actions </strong> , particularly in complex, open-ended environments. <p id="x-x-x-x-x-p-2"> <em> Technology </em> . Alongside the advent of <strong> virtual 3D environments </strong> for learning, technology can more easily support a <strong> focus on the error </strong> in ways that were previously arduous. <p id="x-x-x-x-x-p-3"> <em> Purpose </em> . This research represents an investigation of student <strong> learning </strong> , <strong> reflection </strong> , and <strong> metacognition </strong> when using a 3D simulation with built-in functionality that allows students to <strong> redo their actions </strong> by focusing on the <strong> point of error </strong> instead of restarting from the beginning. <p id="x-x-x-x-x-p-4"> <em> Methods </em> . <strong> Interviews </strong> and <strong> observations </strong> were used to gather <strong> qualitative </strong> data, illustrating that starting at the point of failure within a <strong> complex </strong> , <strong> multiplayer simulation </strong> holds advantages and presents obstacles for student learning. <p id="x-x-x-x-x-p-5"> <em> Findings </em> . Two key findings were identified: (a) the first relating to the influence of <strong> reflection on learning </strong> in that participants used reflection with varying degrees of complexity as a <strong> scaffolding mechanism </strong> ; and (b) the second was that the students’ abilities to <strong> orient themselves in the problem space </strong> contributed to the amount of <strong> contextual information </strong> they needed to be successful—in this case, either starting from the beginning or from the point of error. </p> </p> </p> </p> </p></p>
Original language | American English |
---|---|
Journal | Educational Technology Faculty Publications and Presentations |
State | Published - 1 Aug 2014 |
Keywords
- after action review
- contextual information
- debriefing
- education
- first responders
- focus on the error
- metacognition
- point of error
- reflection
- simulation
- training
EGS Disciplines
- Instructional Media Design