The learning effects of first, second, and third order interventions in a rule-based and open simulation game.
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| Title: | The learning effects of first, second, and third order interventions in a rule-based and open simulation game. |
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| Authors: | de Wijse-van Heeswijk, Marieke1 (AUTHOR) Marieke.dewijse-vanheeswijk@ru.nl, Rouwette, Etienne A. J. A.1 (AUTHOR) etienne.rouwette@ru.nl, Meijerink, Sander V.2 (AUTHOR) sander.meijerink@ru.nl |
| Source: | Instructional Science. Aug2025, Vol. 53 Issue 4, p821-866. 46p. |
| Subject Terms: | *Learning, *Cognitive load, *Instructional systems, *Control groups, *Teaching methods, Simulation games, Dynamic simulation |
| Abstract: | The aim of this study is to find out what the effects of facilitated learning interventions in a simulation game (SG) are and what type of SG renders which type of learning. Therefore, we research the effects of facilitator interventions on learning in an analogue open SG (in which there are as few rules as possible) and an analogue rule based SG (in which every decision is rule based). In both SGs the learning goal was to increase participants' adaptivity to changes in their environment. Qualitative coding was used to trace which interventions rendered which learning results during two reflective moments in the two SGs. The open SG mainly results in second order learning (process) and third order learning (learning to learn and how to add value from your role). The rule based SG rendered mainly first order learning (content/procedural), and second order learning (process level). Participants perceived the rule-based serious game as demanding, as learning and applying its procedures and rules often hindered them from investing their efforts in achieving their learning goals. This extraneous cognitive load triggered both participants and facilitators into more first order responses leading to a less optimal learning environment. Open SGs are more likely to provide opportunities for third order interventions, resulting in third order learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Instructional Science is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186780126 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The learning effects of first, second, and third order interventions in a rule-based and open simulation game. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22de+Wijse-van+Heeswijk%2C+Marieke%22">de Wijse-van Heeswijk, Marieke</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Marieke.dewijse-vanheeswijk@ru.nl</i><br /><searchLink fieldCode="AR" term="%22Rouwette%2C+Etienne+A%2E+J%2E+A%2E%22">Rouwette, Etienne A. J. A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> etienne.rouwette@ru.nl</i><br /><searchLink fieldCode="AR" term="%22Meijerink%2C+Sander+V%2E%22">Meijerink, Sander V.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> sander.meijerink@ru.nl</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Instructional+Science%22">Instructional Science</searchLink>. Aug2025, Vol. 53 Issue 4, p821-866. 46p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+load%22">Cognitive load</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems%22">Instructional systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Control+groups%22">Control groups</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Simulation+games%22">Simulation games</searchLink><br /><searchLink fieldCode="DE" term="%22Dynamic+simulation%22">Dynamic simulation</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The aim of this study is to find out what the effects of facilitated learning interventions in a simulation game (SG) are and what type of SG renders which type of learning. Therefore, we research the effects of facilitator interventions on learning in an analogue open SG (in which there are as few rules as possible) and an analogue rule based SG (in which every decision is rule based). In both SGs the learning goal was to increase participants' adaptivity to changes in their environment. Qualitative coding was used to trace which interventions rendered which learning results during two reflective moments in the two SGs. The open SG mainly results in second order learning (process) and third order learning (learning to learn and how to add value from your role). The rule based SG rendered mainly first order learning (content/procedural), and second order learning (process level). Participants perceived the rule-based serious game as demanding, as learning and applying its procedures and rules often hindered them from investing their efforts in achieving their learning goals. This extraneous cognitive load triggered both participants and facilitators into more first order responses leading to a less optimal learning environment. Open SGs are more likely to provide opportunities for third order interventions, resulting in third order learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Instructional Science is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186780126 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11251-025-09715-w Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 46 StartPage: 821 Subjects: – SubjectFull: Learning Type: general – SubjectFull: Cognitive load Type: general – SubjectFull: Instructional systems Type: general – SubjectFull: Control groups Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Simulation games Type: general – SubjectFull: Dynamic simulation Type: general Titles: – TitleFull: The learning effects of first, second, and third order interventions in a rule-based and open simulation game. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: de Wijse-van Heeswijk, Marieke – PersonEntity: Name: NameFull: Rouwette, Etienne A. J. A. – PersonEntity: Name: NameFull: Meijerink, Sander V. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00204277 Numbering: – Type: volume Value: 53 – Type: issue Value: 4 Titles: – TitleFull: Instructional Science Type: main |
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