Students in simulator training encounter a progression from simplified low-fidelity tasks to more complex higher-fidelity tasks as a deliberate instructional logic.¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The instructional sequence moves students from a simplified simulation (boxes on a flat platform) toward a more complex task (grappling logs on uneven ground) with higher fidelity. → Giulia Messina Dahlberg · Susanne Gustavsson 2025
Evidence¶
Giulia Messina Dahlberg · Susanne Gustavsson 2025¶
Giulia Messina Dahlberg · Susanne Gustavsson. (2025). Keeping worlds apart to put them back together: VET teachers' instructional patterns in simulation-based training. Instructional Science. https://doi.org/10.1007/s11251-025-09714-x
q2 · i? · qualitative · r2
Analysis of Excerpt 1, a video-recorded interactional sequence in the simulator-centre where a student moves boxes with a forwarder simulator. The authors report that "an easier task leads to the next one that is more complex in terms of a higher fidelity".
"The fact that the current task is a preparation for another one that includes the moving of logs (rather than boxes) on the ground (rather than a flat platform) shows a logic wherein an easier task leads to the next one that is more complex in terms of a higher fidelity"
Discussion¶
Related Claims¶
- Students reconstruct authentic work practices in the simulator even when the simulation has removed the relevant environmental elements. — related
- Simulator feedback responds authentically to student error, e.g. logs fall from the cargo when the grapple is opened incorrectly. — related
- VET teachers use body gestures and pointing to recreate the three-dimensional machine space represented two-dimensionally on the simulator screen. — related
- VET teachers use the real machine as the benchmark of legitimacy for simulator instruction and shift between teacher and future-colleague positions. — related
- Simulator-based VET instruction in this study centres on volume training of routine tasks rather than rehearsing specific high-stakes, risky situations. — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
simulator-task-progression-low-to-high-fidelity |
title |
Students in simulator training encounter a progression from simplified low-fidelity tasks to more complex higher-fidelity tasks as a deliberate instructional logic. |
description |
Students in simulator training encounter a progression from simplified low-fidelity tasks to more complex higher-fidelity tasks as a deliberate instructional logic. |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — giulia-messina-dahlberg-susanne-gustavsson-2025 |
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