The Effects of Situation Variability in a Simulation-Based Training for Implicit Innovation Knowledge

Saar Van Lysebetten, Frederik Anseel and Diana R. Sanchez

Simulation & Gaming, 2020, vol. 51, issue 4, 477-497

Abstract: Background . During the last decades, the use of simulations for training purposes has sparked wide interest. However, it is unclear how training format characteristics may affect learning, resulting in a lack of evidence-based guidelines for training developers and organizations. Aim . We explore to what extent variation in the situations presented during a simulation training may improve learning outcomes. We test this research question in the context of a simulation-based training for improving innovation knowledge . Methods . A sample of 131 business students was invited to participate in a study with a pretest and two posttests (within 48 hours after and 4 weeks later) and three 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 low situational 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 learners various opportunities to practice innovation challenges.

Keywords: innovation knowledge; leaning outcomes; simulation-based training; situation variation (search for similar items in EconPapers)
Date: 2020
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Citations: View citations in EconPapers (2)

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Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:51:y:2020:i:4:p:477-497

DOI: 10.1177/1046878120914327

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