A model for evaluating the impact of simulation based learning environments

As the education and training community continues to rapidly embrace simulation based learning for developing practitioners, the task of evaluating the impact of this learning approach is pivotal. Specifically, understanding the learning impact from the field based practitioner point of view is of equal importance to investigating the technical adequacy of the simulation in the training environment. This paper discusses the design and application of a 4 phase model for evaluating simulation based learning which extends evaluation beyond the training environment to the field of application. The model offers examples based on completed evaluation studies with NSW Police Force simulation based learning exercises. The qualitative and quantitative data collection design extended the evaluation process to include listening to the ‘voices from the field’, i.e. the officers’ field based perspective, and offers an insight into the impact of the exercises in relation to application of learning in the field of operation. The model develops an understanding of key elements of the simulation which influence application in the real world i.e. realistic scenarios, real time customised scenario feeds and time constraints. This format of evaluation contributes to the continuous improvement process in the design and delivery of simulation based learning exercises for practitioners. A major finding from the application of the model to two police training based case studies was the differentiation required in levels of realism for achieving learning outcomes. The pre, post, and field based evaluation model has potential for adaption and application across a wide spectrum of simulation based learning which seeks to build the capacity of learners for their respective operational practices.