BackgroundAn acknowledged conundrum which exists for designers of simulation-based learning exercises centres on how much fidelity is required to aid transfer of learning from the classroom to the field of application and what is the influence of the learner’s practitioner experience. This article presents the findings from a study which explored the way in which fidelity influences the sense of immersion and learning transfer experienced by novice and experienced practitioners in technology-assisted simulation-based learning exercises.MethodsTwo different technology-assisted simulation-based learning exercises were explored employing participant surveys and interviews. The central aim of the exercises, conducted by an Australian police agency was the development of decision-making skills for high-risk and high-stakes situations. Case one centred on public order management for highly experienced senior police and Case Two was a judgmental use-of-force simulation for novice police recruits with limited or nil operational experience.ResultsThe findings indicate experienced practitioners did not suggest a need to actually see a replicated site of the incident with the human and environmental elements and sounds. They relied on their policing experience to build their own visualization of the situation. It is the combination of this personal visualization with the psychological factors of the simulated incident which created a realistic environment for these experienced practitioners. For the novice practitioners – they relied on the simulation exercise and environmental features to be as realistic and extensive as possible in order to experience immersion and presence.ConclusionThis study supports the suggestion that measuring how much fidelity is enough or too much is complex, and a unit of measurement could reasonably be identified as determining the balance of physical and psychological fidelity, informed by the field-based experience of the participants, which will support learning transfer from the classroom (or simulated environment) to the field of operation.

中文翻译：

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测量新手和经验丰富的从业者基于模拟的学习练习中学习迁移所需的保真度水平

背景对于基于模拟的学习练习的设计者来说，一个公认的难题集中在需要多少保真度来帮助将学习从课堂转移到应用领域，以及学习者的实践经验的影响是什么。本文介绍了一项研究的结果，该研究探讨了保真度如何影响新手和经验丰富的从业者在技术辅助模拟学习练习中所经历的沉浸感和学习迁移。方法两种不同的技术辅助模拟学习练习探索采用参与者调查和访谈。此次演习由澳大利亚警察机构进行，其核心目的是培养针对高风险和高风险情况的决策技能。案例一以经验丰富的高级警察的公共秩序管理为中心，案例二是针对行动经验有限或为零的新入职警察的判断性使用武力模拟。结果表明，经验丰富的从业者并不认为需要实际看到重复的情况事件现场的人类和环境元素以及声音。他们依靠自己的警务经验来构建自己对情况的可视化。正是这种个人想象与模拟事件的心理因素的结合，为这些经验丰富的从业者创造了一个现实的环境。对于新手从业者来说——他们依靠尽可能真实和广泛的模拟练习和环境特征来体验沉浸感和临场感。结论这项研究支持这样的建议，即衡量保真度足够或太多是复杂的，并且测量单位可以合理地确定为确定身体和心理保真度的平衡，并根据参与者的现场经验提供信息，这将支持学习从教室（或模拟环境）转移到操作现场。