Computer-based Simulation Training to Improve Learning Outcomes in Mannequin-based Simulation Exercises

The increased use of simulations in training and education has heightened the need among researchers and practitioners to better understand how simulations impact learning. Given the dearth of empirical research in this area, the purpose of this study was to test the effect of fantasy, one of the most popular attributes of simulations, on multiple outcomes of learning. Data were collected using an experimental design in which the type of fantasy was manipulated (endogenous, exogenous, and no fantasy). Participants included 60 undergraduate teams performing an emergency crisis management simulation. The results of the study showed that fantasy, regardless of type, was a significant predictor of affective learning outcomes. On the other hand, fantasy did not significantly predict behavioral learning outcomes. The authors discuss the implications of these findings for the design and implementation of ludic simulations as well as recommendations for future research.

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The influence of computer-based Multimedia materials on learning outcomes of class VII students on the set material in SMP N 6 Bengkulu Selatan

Journal of Physics Conference Series ◽

10.1088/1742-6596/1731/1/012037 ◽

2021 ◽

Vol 1731 ◽

pp. 012037

Author(s):

F S Syafri ◽

I T S Sari ◽

D Isran

Keyword(s):

Learning Outcomes ◽

Computer Based

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EDUTAINMENT WITH COMPUTER GAME AS A CHEMISTRY LEARNING MEDIA

JPPS (Jurnal Penelitian Pendidikan Sains) ◽

10.26740/jpps.v8n2.p1684-1689 ◽

2019 ◽

Vol 8 (2) ◽

pp. 1684

Author(s):

Achmad Lutfi ◽

Suyono Suyono ◽

Erman Erman ◽

Rusly Hidayah

Keyword(s):

High Schools ◽

Learning Outcomes ◽

Computer Game ◽

Learning Activities ◽

Chemistry Learning ◽

Before And After ◽

Computer Based

Abstract. The research aims to get answers to whether chemistry learning with computer-based games as learning media can create fun learning (edutainment). The study was conducted on students in three high schools in chemistry learning according to plan, during the learning activities were observed by students, before and after learning the learning outcomes tests and student questionnaires were conducted. The results showed that learning activities were 90.4% to 92.0% as expected, 90% to 100% of students stated that learning was fun with games as learning media, and learning outcomes had achieved 93% to 100% classical completeness. These results indicate that the use of computer-propelled games as chemical learning media can create chemical learning that pleases students and can be used by teachers as an alternative to edutainment chemistry learning

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Abstract W P317: Pan-London Simulation Training for Hyperacute Stroke

Stroke ◽

10.1161/str.45.suppl_1.wp317 ◽

2014 ◽

Vol 45 (suppl_1) ◽

Author(s):

J Birns ◽

P Jaye ◽

A Roots ◽

G Reedy ◽

Alastair Ross

Keyword(s):

Learning Outcomes ◽

Health Care Professionals ◽

Simulation Training ◽

Emergency Situation ◽

Technical Skills ◽

Stroke Care ◽

Training Programme ◽

Management Decision ◽

Structured Interviews ◽

Hyperacute Stroke

Background: City-wide re-organisation of stroke care in London, incorporating 8 hyperacute stroke units (HASUs), has improved thrombolysis rates and survival cost-effectively. Continued staffing of HASUs requires stroke-specialist training to develop competencies for managing neurological emergencies. Simulation training provides an education platform for health care professionals to become immersed in realistic scenarios where outcome is dependent upon technical and non-technical skills. Methods: A standardised, curriculum-mapped, high-fidelity, simulation-training programme was developed on 4 HASUs for city-wide staff to attend. Learning outcomes included technical (acute stroke assessment/management) and non-technical skills (including time management/decision-making/teamwork). A mixed-methods evaluation approach was used to evaluate data from participants before, during, and after training. Results: Over a 2 year period, 152 HASU staff (70 medical; 82 nursing) participated. Quantitative analysis showed a pre/post-course increase in candidates’ ability to manage emergency stroke situations (t=6.6, p<0.001), leadership skills (t=6.7, p<0.001) and communication skills (t=3.7, p<0.001), more so in junior compared with senior clinicians. Simulation training was enjoyable (mean (SD) rating 5.7(2) on 7 point Likert scale), with higher ratings from doctors compared with nurses (t=3; p<0.01). Enjoyment correlated positively (r=0.853; p<0.001) and previous experience of simulation correlated negatively (r=-0.228; p<0.05) with relevance to clinical practice. Thematic analysis of post-course semi-structured interviews demonstrated 5 important learning outcomes (assertiveness; calling for help; situational awareness; teamwork; verbalising thoughts) and 3 main responses for transference to practice (general enthusiasm with no particular practical change; immediate recognition of an emergency situation providing recall of the course; reflective change). Conclusion: Simulation training may be effective in helping achieve HASU-specific learning outcomes and may be delivered in a standardised manner across multiple sites.

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The effectiveness of methods for providing written feedback through a computer-based assessment for learning: a systematic review

CADMO ◽

10.3280/cad2011-001004 ◽

2011 ◽

pp. 21-38

Author(s):

Fabienne M. van der Kleij ◽

Caroline F. Timmers ◽

Theo J.H.M. Eggen

Keyword(s):

Learning Outcomes ◽

Lower Order ◽

Assessment For Learning ◽

Future Research ◽

Written Feedback ◽

High Quality Research ◽

Computer Based ◽

Higher Order Learning ◽

Effects Of Feedback ◽

Knowledge Of Correct Response

This study reviews literature regarding the effectiveness of different methods for providing written feedback through a computer-based assessment for learning. In analysing the results, a distinction is made between lower-order and higherorder learning. What little high-quality research is available suggests that students could benefit from knowledge of correct response (KCR) to obtain lower-order learning outcomes. As well, elaborated feedback (EF) seems beneficial for gaining both lower-order and higher-order learning outcomes. Furthermore, this study shows that a number of variables should be taken into account when investigating the effects of feedback on learning outcomes. Implications for future research are discussed.

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Call at the crossroads

Australian Review of Applied Linguistics ◽

10.1075/aral.19.2.02bur ◽

1996 ◽

Vol 19 (2) ◽

pp. 27-36 ◽

Cited By ~ 6

Author(s):

Jack L. Burston

Keyword(s):

Educational Technology ◽

Language Learning ◽

Learning Outcomes ◽

Language Teaching ◽

Theoretical Base ◽

Theory Construction ◽

Research Methodologies ◽

Linguistic Data ◽

Computer Based ◽

The Right

CALL has been promoted for nearly 30 years essentially on the basis, not of fact, but of the myth, that it demonstrably produces positive language learning outcomes. In reality, there is no reliable evidence to support such claims. If the effectiveness of CALL is to move beyond the stage of myth to that of demonstrably “certified” fact, development in the field needs a clear theoretical base from which to operate. SLA theory can provide insights and help ensure that we are at least asking the right questions. Likewise, it has reliable research methodologies available to properly frame hypotheses and evaluate the results of CALL efforts. No less so, however, SLA theory very much needs the kind of “hard” language learning input which CALL can deliver. Collaboration in the design of CALL programmes offers a valuable means of eliciting linguistic data essential to the testing of SLA hypotheses. Even more importantly for SLA theory construction, the ability of computer-based programmes to unobtrusively track the behaviour of learners, offers a unique “window of observation” on the processes underlying observed performance. Despite much promise, and nearly three decades of efforts by CALL enthusiasts, effective exploitation of educational technology in language teaching remains to be achieved.

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