Feedback in full-mission simulator training is delivered through recurring, multidimensional, multimodal feedback cycles built on instructors' embedded assessments of the fit between learning objectives and the ongoing task¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Feedback during simulations consists of recurring, multidimensional, and multimodal feedback cycles in which instructors continuously monitor students' actions to assess fit between learning objectives and the ongoing task. → Charlott Sellberg · Amit Sharma 2025

Evidence¶

Charlott Sellberg · Amit Sharma 2025¶

Charlott Sellberg · Amit Sharma. (2025). Toward multimodal learning analytics in simulation-based collaborative learning: A design ethnography of maritime training. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-024-09435-2

q2 · i? · qualitative · r2

Multimodal interaction analysis of video records from two routinely occurring episodes of instructor-student interaction, drawn from approximately 60 h of recorded simulation-based training at a Scandinavian maritime university. The article reports that instructors' "close monitoring of student's actions" grounds feedback cycles.

"Our detailed analysis of two episodes from the data corpus shows how the delivery of feedback during simulations consists of recurring, multidimensional, and multimodal feedback cycles, comprising instructors' close monitoring of student's actions to continuously assess the fit between the learning objectives and the ongoing task."

Discussion¶

Related Claims¶

• Recurring movements between professional (in-role) and educational (out-of-role) contexts during simulation are important for simulator training to fulfil its pedagogical potential — related
• Analog artefacts such as the nautical paper chart serve as public inscriptions and arenas for reasoning about rule following, making students' intentions assessable to instructors and teammates — a narrower finding that bears on this claim
• Students' spatial positions in the simulator display their understanding of bridge work roles, and instructors use these positions as a basis for embedded assessment and correction — a narrower finding that bears on this claim
• Multimodal, culturally grounded formative assessment supports engagement and agency — related
• Maritime instructors resisted automated assessment of simulator performance, preferring learning analytics that support their professional judgment and use existing simulator data — a narrower finding that bears on this claim