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Decontextualization effect in simulation training for transverse professional practices

Fauquet-Alekhine, Philippe and Boucherand, Anne (2016) Decontextualization effect in simulation training for transverse professional practices. British Journal of Education, Society and Behavioural Science, 14 (2). pp. 1-17. ISSN 2278-0998

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Identification Number: 10.9734/BJESBS/2016/23607

Abstract

Whereas full scale simulators operated for contextualized simulated training sessions are widely used for occupational training, studies undertaken regarding virtual applications have shown that decontextualized simulated situations could be used as a relevant lever to help trainees improving professional skills. This was here quantified and analyzed through three different experimental conditions (two included virtual training, contextualized and decontextualized) summoning N=33 experienced workers. A pre-analysis for experiment design helped us to define necessary features for decontextualized design with the objective of successful occupational training. Analysis of the benefits induced by each experimental condition was undertaken through comparative assessment of trainees’ performance after training. Results showed that, when respecting aforementioned specified features for experienced workers, decontextualized simulation training could significantly increase performance compared to contextualized training. This phenomenon was discussed both from the psychological and neurophysiologic standpoints.

Item Type: Article
Official URL: http://sciencedomain.org/journal/21
Additional Information: © 2016 The Authors © CC BY 4.0
Divisions: Psychological and Behavioural Science
Subjects: L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Sets: Departments > Social Psychology
Departments > Psychological and Behavioural Science
Date Deposited: 15 Feb 2016 10:23
Last Modified: 17 Apr 2019 23:09
Funders: Electricité de France
URI: http://eprints.lse.ac.uk/id/eprint/65350

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