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¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2028: tool and model accuracy changes quickly
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? In Episode 2, a lookout positioned at the chart table occasioned correction addressed through the hierarchically responsible officer-of-the-watch, showing spatial position as a display of role understanding. → 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 Episode 2, in which the instructor, monitoring from the instructors' room, addresses a correction about lookout positioning to the officer-of-the-watch rather than the lookout, making the professional hierarchy explicit. No effect sizes printed.
"For the instructor, the spatial positions of the students in the room, that is, being at the right place at the right time, display the students' understanding of the work roles on the bridge (Husebø et al. 2012)."
Discussion¶
Related Claims¶
- 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 — related
- 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 — a broader claim this one bears on
- 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
spatial-positions-display-work-role-understanding |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
recheck_by |
2028 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — charlott-sellberg-amit-sharma-2025 |
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