TY - JOUR
T1 - An experimental evaluation of the effectiveness of endogenous and exogenous fantasy in computer-based simulation training
AU - Mancuso, Vincent P.
AU - Hamilton, Katherine
AU - Tesler, Rachel
AU - Mohammed, Susan
AU - McNeese, Michael
N1 - Funding Information:
Work on this paper was supported by Grant Number N000140810887 from the Office of Naval Research. The opinions expressed in this paper are those of the authors only and do not necessarily represent the official position of the Office of Naval Research, the U.S. Navy, the U. S. Department of Defense, or the Pennsylvania State University. Correspondences should be addressed to Vincent F. Mancuso by email at [email protected].
PY - 2013/1
Y1 - 2013/1
N2 - 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.
AB - 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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U2 - 10.4018/jgcms.2013010104
DO - 10.4018/jgcms.2013010104
M3 - Article
AN - SCOPUS:84887483984
SN - 1942-3888
VL - 5
SP - 50
EP - 65
JO - International Journal of Gaming and Computer-Mediated Simulations
JF - International Journal of Gaming and Computer-Mediated Simulations
IS - 1
ER -