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 sample 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.

中文翻译：

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情境可变性在基于模拟的内隐创新知识培训中的影响

背景。在过去的几十年里，将模拟用于训练目的引起了广泛的兴趣。然而，尚不清楚培训形式特征如何影响学习，导致缺乏针对培训开发人员和组织的循证指南。目标。我们探索模拟训练期间呈现的情况的变化在多大程度上可以改善学习成果。我们在基于模拟的培训背景下测试这个研究问题，以提高创新知识。方法。邀请 131 名商科学生样本参加一项研究，有一个前测和两个后测（在 48 小时后和 4 周后）和三个条件：没有训练的对照组，低情境变化的实验训练组，和一个高情境变化的实验训练组。结果和结论。与对照组相比，高但不低的情境变异提高了创新知识。参与者先前的创新知识并没有调节结果。因此，我们的研究结果表明，理想情况下，模拟培训包括多种情况，为学习者提供各种机会来实践创新挑战。