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The effectiveness, usability, and motivational characteristics of using animated role-playing situational simulation programs for Air War College distance learning curriculum.

机译:在空战学院远程学习课程中使用动画角色扮演情景模拟程序的有效性,可用性和激励性特征。

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摘要

This study examined perceived effectiveness, usability, and motivational characteristics of using animated role playing situational simulations for Air War College distance learning (AWC/DL). The AWC/DL curriculum provides education to senior military officers who are geographically dispersed around the world with varying degrees of internet connectivity, creating specific limitations as to what methods of instruction are viable. An additional challenge is the very high student-to-teacher ratio (620:1). Traditionally, the AWC/DL program relied on text-based readings and tests to teach and evaluate students. Simulations might provide a realistic and valuable augmentation to the curriculum. The key potential advantages of adding simulations are increased motivation and better transfer of learning. However, the key disadvantages are the large expenditure of both time and money to develop simulations. The AWC/DL incorporated their original cultural simulation (OS) into the curriculum in January 2008. A second simulation entitled Visual Expeditionary Skills Training (VEST) was added in 2011 as an alternative to the original simulation. Most research on games and simulations analyze younger groups of students, whereas this research focused on AWC/DL students who are typically in their mid-30s to mid-40s. The geographical diversity, age range of the students, potential benefits from simulations, and high costs for creating simulations all justify research in this area. This study surveyed students who completed either OS or VEST. Students rated perceived effectiveness, usability, and motivation using Likert-scale questions. Motivation questions utilized Keller's (2010) 36-item Instructional Materials Motivation survey. Additionally, completion codes, reflecting choices students made in completing the OS, were analyzed. A total of 1,192 surveys and 2,671 simulation completion codes were analyzed using factor analysis, MANOVAs, stepwise discriminant analysis, and chi squared association analysis. Females generally reported lower levels of video game experience than did their male counterparts. The study found statistical significance between usability and gender as well as between usability and video game experience. Males and experienced video game users seemed to find the simulation more usable. However, the estimated effect size was small (< 2%). The analysis found no evidence of an interaction between gender and video game experience. The study did find significant associations between gender and the choices made during the simulation. Additionally, 1,871 comments from open-ended questions were analyzed and although there were issues with both simulations, students tended to view simulations as good learning tools. The OS required users to load the software on their computer, resulting in numerous technical issues. Furthermore, the structure of the OS led some students to be "caught in an endless loop," resulting in frustration that was specifically cited in 10.1% of surveys. The OS comments provided insight on the importance of how instructions are conveyed, how simulation progress is displayed, and the importance of making controls intuitive or automated. The VEST simulation was internet dependent and received low ratings from students in bandwidth restricted locations. However, those with robust internet connections generally found the simulation engaging and valuable. Both simulations clarified the challenges of using computer simulation in academically isolated and technologically diverse environments.
机译:这项研究检查了使用动画角色扮演情景模拟进行空战学院远程学习(AWC / DL)的感知有效性,可用性和动机特征。 AWC / DL课程向遍布世界各地,具有不同程度的Internet连接的高级军官提供教育,从而限制了可行的教学方法的特定限制。另一个挑战是很高的师生比例(620:1)。传统上,AWC / DL计划依靠基于文本的阅读和测试来教授和评估学生。模拟可以为课程提供现实而有价值的补充。添加模拟的主要潜在优势是增加动力和更好地学习转移。但是,关键的缺点是开发仿真所花费的时间和金钱都很大。 AWC / DL在2008年1月将其原始的文化模拟(OS)纳入课程表。2011年,又增加了第二项模拟,即视觉远征技能培训(VEST),以替代原始模拟。大多数关于游戏和模拟的研究都对年轻的学生群体进行了分析,而这项研究的重点是AWC / DL学生,他们通常在30多岁到40多岁之间。地理的多样性,学生的年龄范围,从模拟中获得的潜在收益以及创建模拟的高昂成本,都证明了在该领域进行研究的合理性。这项研究调查了完成OS或VEST的学生。学生使用李克特量表问题对感知的有效性,可用性和动机进行了评分。动机问题使用了Keller(2010)的36项教学材料动机调查。此外,分析了完成代码,以反映学生在完成操作系统中所做的选择。使用因子分析,MANOVA,逐步判别分析和卡方关联分析对总共1,192个调查和2,671个模拟完成代码进行了分析。女性通常报告的视频游戏体验水平低于男性。该研究发现可用性和性别之间以及可用性和视频游戏体验之间的统计意义。男性和经验丰富的视频游戏用户似乎发现该模拟更加实用。但是,估计的效应大小很小(<2%)。分析发现没有证据表明性别与视频游戏体验之间存在相互作用。该研究确实发现性别与模拟过程中的选择之间存在显着的关联。此外,分析了来自开放式问题的1,871条评论,尽管两个模拟都存在问题,但学生倾向于将模拟视为良好的学习工具。操作系统要求用户在其计算机上加载软件,从而导致许多技术问题。此外,操作系统的结构导致一些学生“陷入无休止的循环”,这导致挫败感,这在10.1%的调查中特别提到。操作系统注释提供了关于如何传达指令的重要性,如何显示仿真进度以及使控件直观或自动化的重要性的见解。 VEST模拟依赖于互联网,并且在带宽受限的地区受到学生的低评价。但是,那些拥有强大Internet连接的人通常会发现该模拟很有趣并且很有价值。两种模拟都阐明了在学术隔离和技术多样化的环境中使用计算机模拟所面临的挑战。

著录项

  • 作者

    Armstrong, Dennis Michael.;

  • 作者单位

    University of Northern Colorado.;

  • 授予单位 University of Northern Colorado.;
  • 学科 Educational technology.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 337 p.
  • 总页数 337
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:52:21

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