Publication
The Effects of Situation Variability in a Simulation-Based Training for Implicit Innovation Knowledge
Publisher:
SAGE Publications
Date:
22-05-2020
DOI:
10.1177/1046878120914327
Abstract: Background. During the last decades, the use of simulations for training purposes has sparked wide interest. However, it is unclear how training format characteristics may affect learning, resulting in a lack of evidence-based guidelines for training developers and organizations. Aim. We explore to what extent variation in the situations presented during a simulation training may improve learning outcomes. We test this research question in the context of a simulation-based training for improving innovation knowledge. Methods. A s le of 131 business students was invited to participate in a study with a pretest and two posttests (within 48 hours after and 4 weeks later) and three conditions: a control group without training, an experimental training group with low situational variation, and an experimental training group with high situational variation. Results and Conclusion. Compared to the control group, high but not low situational variation improved innovation knowledge. Participants’ prior innovation knowledge did not moderate the results. Hence, our findings indicate that ideally a simulation training includes multiple situations that offer learners various opportunities to practice innovation challenges.