Interactive Simulations: Improving Learning Retention in Knowledge-Based Online Training Courses

Autor/in	Boyd, James L.
Titel	Interactive Simulations: Improving Learning Retention in Knowledge-Based Online Training Courses
Quelle	(2017), (111 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-6800-1
Schlagwörter	Hochschulschrift; Dissertation; Learning Processes; Retention (Psychology); Online Courses; Training; Quasiexperimental Design; Critical Thinking; Work Environment; Safety; Electrical Occupations; Risk; Injuries; Death; Apprenticeships; Computer Simulation; Simulated Environment; Vignettes; Delphi Technique; Statistical Analysis; Comparative Analysis; Experimental Groups; Constructivism (Learning); Independent Study; Difficulty Level; Motivation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Learning process; Lernprozess; Merkfähigkeit; Online course; Online-Kurs; Ausbildung; Kritisches Denken; Arbeitsmilieu; Sicherheit; Electrical occupation; Elektroberuf; Risiko; Sterbefall; Tod; Todesfall; Apprenticeship; Lehre; Computergrafik; Computersimulation; Künstliche Umwelt; Delphi-Methode; Statistische Analyse; Selbststudium; Schwierigkeitsgrad; psychologische; Motivation (psychologisch)
Abstract	The purpose of this quasi-experimental quantitative study was to investigate whether online interactive simulations would provide a positive improvement in learners' ability to apply critical thinking skills in a dangerous work environment. The course in which an improvement in critical thinking skills was the target outcome was a course which addressed electrical safety-related work practices for electrical apprentices in dangerous work environments. The interactive simulation identified for this study provided different levels of high-fidelity simulations in a dangerous electrical environment, in which the learner was subjected to scenarios where that learner could face simulated injury or death. Critical thinking was measured by a post-Test instrument developed using a DELPHI process and designed to evaluate critical thinking skills in electrical scenarios presented in the simulation. An Independent Samples t-Test was conducted to determine if there was a significant difference, as determined by the post-Test, between a comparison group that did not use the simulation and an experimental group who did use the simulation. In this study, there was no significant difference between the comparison group and the experimental group on the post-Test. The theoretical framework examined in this study included constructivism, self-guided study, cognitive overload, and motivation; and the effect of each was discussed in the study. This research study identifies the need for additional research into the best use of interactive simulations in online course development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01