Abstract

Experiential training simulators are gaining increasing popularity for job-related training due to their potential to engage and motivate adult learners. They are designed to provide learning experiences that are directly connected to users' work environments and support self-regulated learning. Nevertheless, learners often fail to transfer the knowledge gained in the simulated environment to real-world contexts. The EU-funded ImREAL project aimed to bridge that gap by developing a suite of intelligent services designed to enhance existing training simulators. This paper presents work that was a subset of this research project, reporting the iterative development and evaluation of a scaffolding service, which was integrated into a simulator for training medical students to perform diagnostic interviews. The study comprises three evaluation phases, comparing the pure simulator to a first version with metacognitive scaffolding and then to a final version with affective metacognitive scaffolding and enriched user modelling. The scaffolding service provides the learner with metacognitive prompts; affective elements are realized by an integrated affect reporting tool and affective prompts. Using a mixed-method approach by analysing questionnaires (

Citation

Wesiak, G., Steiner, C.M., Moore, A., Dagger, D., Power, G., Berthold, M., Albert, D. & Conlan, O. (2014). Iterative augmentation of a medical training simulator: Effects of affective metacognitive scaffolding. Computers & Education, 76(1), 13-29. Elsevier Ltd. Retrieved August 11, 2024 from https://www.learntechlib.org/p/201582/.

Keywords

• (A)MSS
• (affective) metacognitive scaffolding service
• adult learning
• baseline
• BL
• EmpowerTheUser
• ETU
• Evaluation of CAL systems
• metacognition
• SAM
• self-regulated learning
• Simulations
• smiley affect measurement technology
• SRL
• Teaching/Learning Strategies
• U-Sem
• user modelling infrastructure for the social web
• User Trial
• UT