Alexander P. Wind’s research while affiliated with University at Albany, The State University of New York and other places

In this chapter recent research focusing on the use of multimedia computer games for instruction is reviewed with an emphasis on the effects of games on improving cognitive processes. The research suggests that the greater the overlap in cognitive processes between games and external tasks, the more likely is transfer to non-game tasks. In addition, accumulating evidence suggests that playing fast-paced action games improves cognitive processes dealing with attention, task switching, and resistance to distractors, with some transfer to untrained domains. Studies with older adults suggest that intense computer game training may improve some cognitive processes. Results also indicate that although game playing reduces time spent on schoolwork, integrating games into the curriculum is likely to increase the probability of transfer from games to curricular goals. Finally, research identifying the cognitive processes engaged by multimedia presentations outside of games is recommended in order to clarify multimedia effects and facilitate studies of whether multimedia presentations are differentially beneficial for different groups.

Cognitive readiness, as it is viewed here, focuses on preparing individuals for jobs, tasks, and environments that are unexpected-those that cannot be anticipated but are central to military operations where surprise is at a premium and frequently makes the difference between success and failure. How do we prepare individuals to deal with the unexpected? The chapter decomposes cognitive readiness into twelve candidate components. Three criteria identified for the components are that they must be domain-independent, measurable, and trainable. Research and development efforts were then reviewed to determine if the candidate components met these criteria. Situation Awareness, Meta-cognition, Creativity, Communication, Resilience, and Critical Thinking may meet the criteria satisfactorily. Problem Solving, Teamwork Skills, Interpersonal Skills (especially with regard to empathy), and Adaptability appear promising although needing further review and research. Decision-Making and Pattern Recognition are promising but require somewhat more review, research, and development than other components. © 2014 Springer Science+Business Media New York. All rights are reserved.

This chapter reviews a rapidly growing body of empirical evidence on the effectiveness of using video and computer games to provide instruction. Evidence of their effectiveness is drawn from existing results and data. The topics covered here are transfer from computer games to external tasks, enhancing cognitive processes, guidance and animated agents, playing time and integration with curricular objectives, effects on game players, attitudes toward games, cost-effectiveness, and, finally, the use of games for evaluation. Areas where the evidence base is particularly weak are identified in the discussion section. Findings and recommendations for the design of games used in instruction are summarized in a table. The chapter concludes with a call for development of tools and technology for integrating the motivating aspects of games with good instructional design. People do learn from games. Missing are generally effective design processes that ensure that learners will acquire the specific knowledge and skills the games are intended to impart.

This article reviews simulation used for medical training, techniques for assessing simulation-based training, and cost analyses that can be included in such assessments. Simulation in medical training appears to take four general forms: human actors who are taught to simulate illnesses and ailments in standardized ways; virtual patients who are generally presented via computer-controlled, multimedia displays; full-body manikins that simulate patients using electronic sensors, responders, and controls; and part-task anatomical simulations of various body parts and systems. Techniques for assessing costs include benefit-cost analysis, return on investment, and cost-effectiveness analysis. Techniques for assessing the effectiveness of simulation-based medical training include the use of transfer effectiveness ratios and incremental transfer effectiveness ratios to measure transfer of knowledge and skill provided by simulation to the performance of medical procedures. Assessment of costs and simulation effectiveness can be combined with measures of transfer using techniques such as isoperformance analysis to identify ways of minimizing costs without reducing performance effectiveness or maximizing performance without increasing costs. In sum, economic analysis must be considered in training assessments if training budgets are to compete successfully with other requirements for funding.