What kinds of skills can be learned using computer simulations and simulators?

1. What kinds of skills can be learned using computer simulations and simulators? Hannu Salakari (PhD, MSc) May 2011

2. Researchquestions “what kinds of skills can be learned using computer simulations (3D) and simulators” “which are the most important concepts of simulation-based training and what is their role in the learning process” literature review

3. 3D PC-simulations (low-fidelity) Simulator (high-fidelity) Omni-Directional Treadmill MPTT display

4. Tripartitecognitiveclassification of skills

5. Learning of skills/environment

6. Learning of psychomotorskills • Allen et al. (2011) car manoeuvring skills learning in different simulators • A. high-fidelity simulator, a real car cab with a three channel projected image • B. another group was trained in a desktop computer simulator with a single monitor display • After the training: A. crash rate 0.2 %, B. crash rate 0.6 % >psychomotor skills training requires high-fidelity simulations >skills learned in a simulator were transferred to the real world.

7. Training occupational safety in construction educationbuilding scaffolds Second Life Ku & Mahabaleshwarkar 2011

8. Learningproceduralskills • Second Life training, occupational safety in construction education • Students modelled building construction workflow, e.g. building scaffolds, in order to learn safe working practices (Ku & Mahabaleshwarkar 2011)

9. Learningproceduralskills in Second Life • Advantages of 3D training, e.g. the deeper student understanding of construction by building by themselves • Disadvantages • Unrealistic physical properties that conflict with safety training scenarios, unrealistic productivity • Challenges: Role playing scenarios • To implement pedagogically effective settings that are adequately customized to different sized classes and diverse levels of scenario complexities Proper feedback systems that assess and guide the learners´ abilities need to be integrated into the Second Life

10. Zero-fidelity simulation-based training in a learning game • Improved team coordination learning among fire emergency responders • Measures of team coordination, communication efficiency and cooperative effectiveness were developed • Communication efficiency was evaluated through a new speech/action coding scheme that quantified the content of team communication and in-game action • Cooperative effectiveness was calculated directly from game log data • The students learned skills that can easily be transferable to other domains. • > Learning of procedural and intellectual skills (Toups et al. 2011)

11. Transfer of learning • Transfer to real world • Realism in practices • Instructor´s role

12. Transfer of learning is fostered if • 1) the skills to be learned are practiced in circumstances similar to those in which they will be used later • 2) the skills are practiced in versatile conditions • 3) explanations and connections between tasks are provided • 4) rules and principles between skills are provided, and • 5) metacognitive skills are learned

13. Conclusions and discussion • Simulation-based training requires: • Profound planning • What was learned and what was not learned? • Objectives and conditions, as well as measurements to evaluate proficiency must be defined in the training design • Well-executed design to be effective • Being aware of the requirements and possible pitfalls of simulation-based training