Jan Cannon-Bowers

COMPUTER GAMING AND INTERACTIVE SIMULATIONS FOR LEARNING: A META-ANALYSIS

Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a meta-analysis to decipher which teaching method, games and interactive simulations or traditional, truly dominates and under what circumstances. It was found that across people and situations, games and interactive simulations are more dominant for cognitive gain outcomes. However, consideration of specific moderator variables yielded a more complex picture. For example, males showed no preference while females showed a preference for the game and interactive simulation programs. Also, when students navigated through the programs themselves, there was a significant preference for games and interactive simulations. However, when teachers controlled the programs, no significant advantage was found. Further, when the computer dictated the sequence of the program, results favored those in the traditional teaching method over the games and interactive simulations. These findings are discussed in terms of their implications for exiting theoretical positions as well as future empirical research.

Using Virtual Reality with and without Gaming Attributes for Academic Achievement

Abstract A subcategory of computer-assisted instruction (CAI), games have additional attributes such as motivation, reward, interactivity, score, and challenge. This study used a quasi-experimental design to determine if previous findings generalize to non simulation-based game designs. Researchers observed significant improvement in the overall population for math skills in the non-game CAI control condition, but not in the game-based experimental condition. The study found no meaningful, significant differences in language arts skills in any of the conditions. This finding has implications for the design of future learning games, suggesting that a simulation-based approach should be integrated into the gaming technology.

Computer simulation games as an adjunct for treatment in male veterans with alcohol use disorder

This study examined the impact of a computer simulation designed to provide the opportunity for individuals with alcohol use disorders (AUDs) to practice relapse prevention skills. Participants were 41 male veterans enrolled in an intensive outpatient substance abuse treatment program. Participants were randomly assigned to either view educational slides about treatment for AUD or play a simulation videogame for eight sessions within 12 weeks. Participants were assessed at a 4-week follow-up visit. Outcome measures included relapse rates as well as ratings on the Obsessive Compulsive Drinking Scale (OCDS) and a custom-designed relapse prevention self efficacy scale. While rates of relapse did not differ between groups, those who played the game showed overall reductions in ratings on the OCDS, as well as higher ratings of self-efficacy at week 8, suggesting that the videogame simulation may be a useful adjunct to AUD treatment.

Teamwork and Team Training

In recent years, teams have emerged in organizations to perform tasks that are both complex and critical. This chapter examines what teams are and teamwork is, along with four team-training strategies: team coordination training, cross-training, team self-correction training, and team leadership training. A team can be defined as two or more individuals who interdependently and adaptively interact in order to achieve objectives that are specified, common, and valued. Teamwork can then be defined as the ability of individual team members to work together, communicate effectively, predict and anticipate each others needs, and inspire confidence. Included is a discussion of team competencies, team training, and how to measure team performance.

Comparing the Utility and Sequencing of Different Types of Feedback

Despite the existence of an overabundance of research articles, reviews, and meta-analyses, there still appears to be disagreement regarding the feedback techniques that produce the most optimal learning conditions. The purpose of this research was to investigate two specific types of feedback, process and outcome, as well as the sequence in which these types of feedback should be presented as trainees learn to perform a simulated radar task. It was hypothesized that individuals receiving process feedback followed by outcome feedback would perform better on the simulated radar task than those receiving feedback in any other sequence. The results of this study indicate that individuals receiving feedback, regardless of the type and sequence, performed better at the end of training than those who did not receive feedback. No support was found for recommending a process-outcome feedback sequence.

The Development of a Scale to Assess the Teamwork Needs of Training Situations

Operational studies have revealed a need to focus attention on team training, and a need for effective teamwork skills for successful training performance. The present study was designed to develop an assessment scale that can be used by instructors of various training situations, which will yield a measure of the degree of teamwork required in their situations. Data obtained from the scale show psychometrically sound properties of the scale (high internal consistency and high item-total correlations) and initial validity of it (the ability to distinguish various training situations as to the extent of teamwork that is required). Recommendations for future research are also discussed.

Panel - learning science and technology R&D: a roadmap to the future of learning

This panel discusses the learning science and technology R&D roadmap developed by the learning federation, a partnership among industry, academia, and private foundations to stimulate research and development in learning science and technology. The roadmap outlines a detailed research plan for developing next-generation learning environments focused on post-secondary science, math, engineering, and technology education. Developed over a three-year period with advice provided by over seventy experts from educational institutions, government, and industry, the roadmap identifies key research priorities, along with metrics and milestones for each research focus area. The panel, comprised of researchers who participated in the development of the roadmap, will summarize the key research challenges, R&D chronology, and five and ten-year goals identified in the roadmap. The panelists will encourage comment from the audience regarding the research priorities identified in the roadmap and effective management strategies for building multi-disciplinary teams to undertake the research.