The Effects of Situation Variability in a Simulation-Based Training for Implicit Innovation Knowledge. (August 2020)

• Record Type: Journal Article
• Authors: Van Lysebetten, Saar; Anseel, Frederik; Sanchez, Diana R.
• Is Part Of: Simulation & gaming. Volume 51:Number 4(2020)
• Page Start: 477
• Page End: 497
• Publication Date: 2020-08
• Subjects: innovation knowledge -- leaning outcomes -- simulation-based training -- situation variation; Social sciences -- Study and teaching -- Periodicals; Simulation methods -- Periodicals; Game theory -- Periodicals; Sciences sociales -- Étude et enseignement -- Périodiques; Simulation, Méthodes de -- Périodiques; Jeu de rôle -- Périodiques; Éducation; Jeu d'entreprise; Jeu de simulation; Méthode de simulation; Sciences sociales; Théorie des jeux; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 003.3
• DOI: 10.1177/1046878120914327
• Languages: English
• ISSNs: 1046-8781

Abstract

Background . During the last decades, the use of simulations for training purposes has sparked wide interest. However, it is unclear howtraining format characteristics may affect learning, resulting in a lack of evidence-based guidelines for training developers and organizations. Aim . We explore to what extentvariation in the situations presented during a simulation training may improve learning outcomes. We test this research question in the context of asimulation-based training for improvinginnovation knowledge . Methods . A sample of 131 business students was invited to participate in a study witha pretest and two posttests (within 48 hours after and 4 weeks later) andthree conditions : a control group without training, an experimental training group with low situational variation, and an experimental training group with high situational variation. Results and Conclusion . Compared to the control group, high but not lowsituational variation improved innovation knowledge . Participants'prior innovation knowledge did not moderate the results. Hence, our findings indicate that ideally a simulation training includes multiple situations that offer learnersvarious opportunities to practice innovation challenges.