By Robert T. Hays

Business, academia, undefined, and the army require good knowledgeable body of workers to operate in hugely advanced operating environments. to minimize excessive education expenditures and to enhance the effectiveness of teaching, education process builders usually use refined education media equivalent to, simulators, videodisks, and computer-based guide. The designers of those education media are consistently striving to supply greatest education effectiveness at minimal expense. even though literature is obtainable at the implementation and use of particular education media, there's little counsel on a tremendous function that's relevant to those media. All of those media current the learner with an interactive simulation of the true international. powerful education procedure layout may be facilitated if the necessities of the real-world activity are appropriately integrated in education. A conceptual bridge is important to hyperlink those real activity specifications to the features of the learning procedure. This booklet offers this type of conceptual bridge. the necessity for stronger education is necessary within the zone of kit operation, upkeep, and choice making projects. for instance, the significance of better operator education within the nuclear energy has develop into paramount because the 3 Mile Island twist of fate and the more severe twist of fate on the Chernobyl reactor within the U. S. S. R. know-how, corresponding to the supply and tool of computers,offers a greater variety of educating thoughts, yet calls for extra education process layout decisions.

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Extra resources for Simulation Fidelity in Training System Design: Bridging the Gap Between Reality and Training

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In a later paper, Gagne (1954) began to question the necessity of exact similarity between the training device and the actual equipment. Referring to several empirical studies, which deliberately changed the training situation so it differed from the job situation, Gagne concluded that the problem of effective training, "was not one of making the tasks similar, but rather of arranging the conditions of practice in such a way that essential skills were most efficiently learned" (Gagne, 1954. p. 101).

An example would be stepping on the brakes at a green light 28 when the orientation of the traffic lights are shifted to horizontal. The amount of overlap between two stimulus situations could vary from complete identity to complete dissimilarity. Interference can also arise from the similarity between two responses, which can vary from identity to complete dissimilarity. Research, up to this time, seemed to justify two hypotheses: "1. The greater the similarity between two stimulating situations, the greater should be the similarity between the two responses if habit interference is to be avoided.

The instructional features must be determined in order to specify how they enhance the training process, but often give training developers the most trouble. Typically, simulation features of training devices have been determined by analysing the fidelity requirements for the device to make it as similar to the operational equipment as possible. Research on training device fidelity requirements (Chapters Three, Four, Six, Seven, Eight and Nine) is beginning to specify how the proper approach to instruction can provide effective training with lower fidelity simulation.

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