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Not all of the games produced through the serious games initiative meet the adaptive assessment demands of simulation-based training. Simulation-based training aims to provide students with real-world capabilities acquired and practiced in a simulated environment. However, real-world working conditions may be ill-structured and unpredictable; students must be prepared to adapt their skills to a changing environment, and a training environment must be able to employ adaptive performance metrics. One approach to developing this adaptive capability in students is to situate them into multiple simulated contexts, with different tasks to perform under various conditions to specified standards, and with the aggregate of training situations adequately covering the space of real-world situations. This presentation will describe game design templating for developing sufficiently varying simulated tasks to ensure that the simulated training environment meets real-world adaptive needs.
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Better Outcomes Through Varied &
Adaptive Training for Games &
Simulations
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Jamie Pina, PhD, MSPH
Research Scientist
Center for the Advancement of Health IT
Robert Hubal, PhD
Senior Research Psychologist
Substance Abuse Epidemiology and Military Behavioral Health
What I’m Playing...
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What I’m Playing...
Today I’ll talk about:
1. My story
2. Gaming and simulation
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2. Gaming and simulation
3. Assessment in simulated training
4. A template for getting good coverage of a learning area in simulated training environments
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A game consists of 4 components
1. Goal
2. Rules
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2. Rules
3. Feedback System
4. Voluntary Participation
Training often lacks an important
component:
1. Goal
2. Rules
Participation alone is not
the desired outcome.
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2. Rules
3. Feedback System
4. Voluntary Participation
the desired outcome.
Training demands assessment
Understanding participant
What does the student know
how to do?
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Understanding participant progress is key to the success of the training
how to do?
In what context?
Simulation based training
Simulated vignettes
are used to teach
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are used to teach
participants skills
and measure their
capabilities.
Skill transference
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The real world is not pretty
1. Ill-structured
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1. Ill-structured
2. Unpredictable
3. Noisy
Designing with skill transference
in mind (getting coverage)
The following six parameters can be
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The following six parameters can be modified to help the simulated environment be as challenging as the real world.
Temporal factors
Time fidelity
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Time fidelity
Time pressure
Sequencing Aberrations
Errors of omission
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Errors of omission
Errors of commission
Errors of sequence
Incomplete information
Participant must complete a task
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Participant must complete a task
without adequate information
Tool variability and function
Used properly
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Used properly
Proper selection
Availability
Variation of actors
Presence
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Presence
Number
Behavior
Participant response
Environmental Distractions
Background activity
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Background activity
Control responsiveness
Implications
These parameter modifications can be incorporated into
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These parameter modifications can be incorporated into future designs to achieve breadth of the training simulation.
They can be used as heuristics to evaluate current designs.
Conclusions…Thank you!
Coverage in simulated training is crucial to skill transference.
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Performance must reflect real-world environments.
Modifying simulations using this template can provide a foundation for better development
For more information…
Jamie Pina, PhD, MSPH
Research Scientist
Robert Hubal, PhD
Senior Research Psychologist
w w w . g a m e s f o r h e a l t h . o r g
Research Scientist
Center for the Advancement of Health IT
RTI International
781-434-1778
Skype: jamie.pina.rti
Senior Research Psychologist
Substance Abuse Epidemiology and
Military Behavioral Health
919-541-6045
