Using Evidence-Based Learning Theories to Guide the Development of Virtual Simulations.

Area of Science:

• Educational Technology
• Social Work Training
• Cognitive Psychology

Background:

• Effective technology-enhanced training requires integrating evidence-based learning principles.
• Skill acquisition in training necessitates repeated practice opportunities grounded in learning theories.
• Cognitive Load Theory and Deliberate Practice Theory offer frameworks for effective skill development.

Purpose of the Study:

• To present Virtual Home Simulation (VHS) and Virtual Motivational Interviewing (VMI) as an approach for developing virtual simulations.
• To provide child welfare workers with a means to deliberately practice essential skills for competence.
• To guide the integration of effective learning attributes into virtual simulations.

Main Methods:

• Reviewing the development process of virtual simulation training modules.
• Detailing specific design aspects of Virtual Home Simulation (VHS) and Virtual Motivational Interviewing (VMI).
• Identifying and discussing lessons learned during the integration of evidence-based learning attributes.

Main Results:

• Virtual simulations can be effectively designed by integrating principles from Cognitive Load Theory and Deliberate Practice Theory.
• The development process highlighted key design considerations for creating impactful virtual learning experiences.
• Lessons learned offer practical guidance for implementing similar virtual training programs.

Conclusions:

• Virtual simulations, when designed with evidence-based learning principles, offer a viable method for skill acquisition in professional training.
• Virtual Home Simulation (VHS) and Virtual Motivational Interviewing (VMI) provide a structured approach for child welfare workers to achieve competence.
• The integration of virtual simulations has implications for cost-effectiveness, performance measurement, and addressing training challenges.