Abstract
Although instructional research on simulation has been around for
almost 40 years, validation research has failed to hold itself to
a common, scientifically acceptable methodology for evaluating this
type of learning environment. Several comprehensive reviews of simulation
assessment literature have all concluded that this problem stems
from poorly designed studies, a failure to adhere to a generally
accepted research taxonomy, and no well-defined constructs with which
to assess learning outcomes. This article seeks to address the problem
by reviewing the various concepts employed in the literature of simulation
evaluation and integrating them into a coherent framework from which
the evaluative process may proceed in a more systematic manner.
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