Simulation debriefing: applying Kolb's model of experiential learning to improve classroom practices
Date
2018-06-27
Authors
Wighton, David James
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Abstract
debriefing activity to be vital, no empirical studies have supported that contention, in
an attempt to resolve this contradiction, this study examined the effect of a computer
simulation and debriefing unit on student achievement and attitude. The design of the
debriefing activities was based on Kolb's Model of Experiential Learning.
After attrition, the study sample consisted of 16 grade 5 classes (347
students), drawn from both rural and urban schools and assigned randomly to nine
groups. Seven of these groups took part in a computer-based simulation for 10 class
periods and then received from 1 to 6 additional debriefing periods, depending upon
their treatment group. There were two control groups-one which participated in
simulation activities only ("Non-debriefed") and one which had no exposure to the
learning materials ("Nil Exposure"). Quantitative data were collected on students'
achievement and attitudinal development at the end of the unit and one month
afterwards. Qualitative data were also obtained from students and teachers.
Several patterns of significant results were found. On both the immediate and
retention sets of achievement and attitude measures, every experimental group
scored significantly higher (p < .001) than the nil exposure control group, thus
attesting to the general pedagogical value of the unit. With respect to the attitude
measures, no relationship was found between debriefing activities and scores on these
surveys. Achievement test results revealed that: (a) Students receiving debriefing
scored significantly higher (majority at p < .001) than the non-debriefed control
group: (b) every group which engaged in analytical debriefing (Kolb's Abstract
Conceptualization stage), either separately or in conjunction with some other
activity, attained scores that were superior to the other debriefing groups; (c) there
was no definite relationship between achievement scores and debriefing activities
based on Kolb's other stages; and (d) similar patterns of significance were found in
both the immediate and retention tests.
Qualitative data revealed that the general reaction of students and teachers to
the unit was very positive. Also, simulation play was characterized by an extremely high degree of student involvement.
Although Kolb’s model of experiential learning was not fully supported by the
results of this study, nevertheless, its use in structuring debriefing activities does
show promise. Further research is needed to determine if the relationships between
achievement and Kolb's stages vary by type of simulation, age of student, design of
unit, etc. Furthermore, although there was no evidence that debriefing influenced
student attitudes, the characteristics of this specific study (e.g., amount of exposure
to the materials) may have contributed to that outcome.
The results from this study suggest that debriefing does increase the learning
that can be gained from simulations, thus supporting the arguments from practitioners
that debriefing must be used if a simulation is to be fully effective. Furthermore, the
results from this study reduce the value of much of the previous research comparing
simulations to other forms of instruction. Results from that research have generally
been inconclusive and/or disappointing. However, since, in most of those studies,
students only played the simulation and did not engage in any debriefing, it now
appears that researchers may not have utilized the full potential of the simulation
mode. The simulation may be more powerful than suggested by previous research.
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Keywords
Education, Simulation methods, Learning, simulation methods, Learning, Psychology of