A collaborative model of feedback in human-computer interaction
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Proceedings of the 1st ACM SIGCHI/SIGART conference on Human-robot interaction
Investigating the educational effectiveness of multiplayer online games for children
Proceedings of the 6th international conference on Interaction design and children
Designing games with a purpose
Communications of the ACM - Designing games with a purpose
FAC'07 Proceedings of the 3rd international conference on Foundations of augmented cognition
ACM Transactions on Computer-Human Interaction (TOCHI)
Development of a Multiplayer Online Role-Playing Game-based Learning System for Multiple Curriculums
DIGITEL '12 Proceedings of the 2012 IEEE Fourth International Conference On Digital Game And Intelligent Toy Enhanced Learning
Designing soundscapes of virtual environments for crisis management training
Proceedings of the Designing Interactive Systems Conference
Hi-index | 0.00 |
Designing feedback that trainees receive in a training simulator while practicing non-technical skills in complex cognitive domains is demanding but, though potentially productive, has received inadequate attention. This paper describes research which aims to understand the impact of fidelity on feedback provided during training for crisis management. More specifically, the goal was to learn whether there were differences between learning feedback types in three different environments, a real-life training exercise, a table-top exercise and a design of an experiential training simulator. The basis for the comparison was a framework of essential feedback types that emerged from the literature and three types of fidelities, physical, functional and psychological. The study showed that there were few occurrences of psychological fidelities of feedback. It also showed that high fidelity can be achieved in the absence of feedback forms categorized as psychological, and that loose organization of an exercise may lead to significant variation in learning outcomes in different learning environments. In addition, the research demonstrated how the fidelity analysis of feedback types can be useful for designing feedback for learners in a training simulator.