Affective Metacognitive Scaffolding and Enriched User Modelling for Experiential Training Simulators: A Follow-Up Study
- Cite this paper as:
- Wesiak G. et al. (2013) Affective Metacognitive Scaffolding and Enriched User Modelling for Experiential Training Simulators: A Follow-Up Study. In: Hernández-Leo D., Ley T., Klamma R., Harrer A. (eds) Scaling up Learning for Sustained Impact. EC-TEL 2013. Lecture Notes in Computer Science, vol 8095. Springer, Berlin, Heidelberg
The ImREAL project is researching how to meaningfully augment and extend existing experiential training simulators. The services developed support self-regulated, goal-, and application-oriented learning in adult training. We present results from a study evaluating a medical interview training simulator that has been augmented by an affective metacognitive scaffolding service and by user modelling exploiting social digital traces. Data from 152 medical students participating in this user trial were compared to the results of a prior trial on an earlier technology version. Findings show that students perceived the learning simulator positively and that the enhanced simulator led to increased feelings of success, less frustration, higher technical flow, and more reflection on learning. Interestingly, this cohort of users proved reluctant to provide their open social IDs to enrich their user models.
Keywordstraining simulator self-regulated learning affective metacognitive scaffolding user modelling social digital traces evaluation
Unable to display preview. Download preview PDF.