Technology-enhanced training such as virtual simulations can be effective only to the extent evidence-based principles of learning are integrated into their training platforms. Assuming skill acquisition is the target of training, programs should include time and space for repeated practice opportunities structured through evidence-based learning theories (Amodeo et al. in Adm Soc Work 33:423–438, 2009). Essential learning attributes derived from Cognitive Load Theory (Sweller in Cognit Sci 12:257–285, 1988) and the Theory of Deliberate Practice (Ericsson et al. in Psychol Rev 100:363–406, 1993) can effectively integrate into virtual simulations intended to build expertise. Virtual Home Simulation (VHS) and Virtual Motivational Interviewing (VMI) are presented in this paper as an approach to develop virtual simulations that provide child welfare workers a means to deliberately practice essential skills toward competence before entering the workforce. This paper reviews the development process, specific design aspects, and lessons learned as a guide on how to integrate effective learning attributes. Implications for using virtual simulations, including cost-benefits, measuring performance over time, and addressing training complications due to Covid-19 or similar obstacles, are also provided.

只有将基于证据的学习原则整合到培训平台中，虚拟模拟等技术增强型培训才会有效。假设技能获得是培训的目标，则计划应包括通过基于证据的学习理论构建的重复实践机会的时间和空间（Amodeo et al. in Adm Soc Work 33:423–438, 2009）。源自认知负荷理论（Sweller in Cognit Sci 12:257–285, 1988）和刻意练习理论（Ericsson et al. in Psychol Rev 100:363–406, 1993）的基本学习属性可以有效地集成到预期的虚拟模拟中建立专业知识。本文介绍了虚拟家庭模拟 (VHS) 和虚拟动机访谈 (VMI)，作为开发虚拟模拟的一种方法，为儿童福利工作者提供一种在进入劳动力市场之前有意识地练习获得能力的基本技能的方法。本文回顾了开发过程、具体设计方面和经验教训，作为如何整合有效学习属性的指南。还提供了使用虚拟模拟的意义，包括成本效益、随时间推移测量性能以及解决因 Covid-19 或类似障碍引起的训练并发症。和经验教训作为如何整合有效学习属性的指南。还提供了使用虚拟模拟的意义，包括成本效益、随时间推移测量性能以及解决因 Covid-19 或类似障碍引起的训练并发症。和经验教训作为如何整合有效学习属性的指南。还提供了使用虚拟模拟的意义，包括成本效益、随时间推移测量性能以及解决因 Covid-19 或类似障碍引起的训练并发症。