Recurring movements between professional (in-role) and educational (out-of-role) contexts during simulation are important for simulator training to fulfil its pedagogical potential¶

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? Conversations during simulations have multiple layers of meaning because of roleplay, and shifts between the professional realm and the educational context are central to simulation pedagogy, as when instructors shift from roleplaying a captain to clarifying corrections as the course instructor. → 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

Authors' analytical conclusion (type e) drawn from the episode analyses, noting that in-scenario corrections are delivered as roleplay first and then clarified through explicit instructor role shifts when students show no displays of understanding the correction.

"A conclusion from the analysis is that the recurring movements between these activity contexts—the professional (in-role) and the educational (out-of-role)—is important for simulation training to fulfill its pedagogical potential of training students how to think, perform, and act as professionals."

Discussion¶

Related Claims¶

• 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 — related
• 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 — related
• Maritime instructors resisted automated assessment of simulator performance, preferring learning analytics that support their professional judgment and use existing simulator data — related
• Computer-supported collaborative learning with simulation programs fostered conceptual change for students who were cognitively engaged and prepared to reflect on and reconstruct their conceptions — related