Cognitive & Affective Predictors of Simulation Performance

The following paper discusses a study that investigated how select cognitive and affective assessment surveys may be predictive of decision-making performance in a training simulation. In this study, Army Officers completed a simulation and answered cognitive assessment surveys. Results showed that scores on the Uncertainty Response Scale, Desire for Change subscale (Greco & Roger, 2001), were predictive of overall performance. As predicted, there were also significant changes in affect, as measured by the Multiple Affect Adjective Check List Revised (Lubin & Zuckerman, 1999), on all subscales in response to key events within the simulation. These affective responses are indicative of the participants immersion in the simulation as they assumed the role of the main character. We propose the Cognitive Assessment Support Tool (CAST) as a methodology for incorporating the results from cognitive assessment surveys into tailored feedback provided to users by intelligent tutors, or virtual coaches, during simulations. The results and the proposed CAST framework are discussed in the context of the guided experiential learning (GEL) model of instruction (Kirschner, Sweller, & Clark, 2006), which emphasizes providing background information followed by practicing the task actions and instructional feedback.