Share Paper: Effects of Providing Post Training Metacognitive Prompts on

  1. Jennifer Vogel-Walcutt, Institute for Simulation and Training - Univ of Central FL, United States
  2. Stephen Fiore, Institute for Simulation and Training - Univ of Central FL, United States
  3. Heather Flynn, Institute for Simulation and Training - Univ of Central FL, United States
  4. Molly Avery, Institute for Simulation and Training - Univ of Central FL, United States
  5. Logan Fiorella, Institute for Simulation and Training - Univ of Central FL, United States
  6. Denise Nicholson, Institute for Simulation and Training - Univ of Central FL, United States
Wednesday, October 20 4:00 PM-5:00 PM Palms Ballroom B

Abstract: This study varied instructional strategies to determine methods most appropriate to enhance learning eff ectiveness and efficiency. Metacognitive prompts administered following training on a medium-fidelity simulation system were combined with feedback to highlight the learner discrepancies between prediction and performance. The prompting manipulation provided in the form of a graph produced significantly lower performance compared to no intervention. The data also suggest that individuals with stronger metacognitive skills outperform individuals with weaker skills. The results are discussed in the context of varying forms of prediction discrepancy and the implications for training more generally.