Exploring the effects of setting performance and learning goals in a transparent simulation of a dynamically complex task

Abstract

Simulation-based learning environments are increasingly viewed as promising tools to foster learning in complex domains. However, research has indicated that subjects may nevertheless have persistent cognitive difficulties in comprehending and managing dynamic systems. Previous studies have revealed positive learning effects of using transparent simulations (that is, revealing to users the structure and behavior of the simulator model). This study explores the effects of combining exploratory guidance, learning goals, and performance goals in a transparent simulation of a dynamically complex system. In a simulation experiment, participants interacted with a system dynamics model representing the growth of a business venture. Participants who had previously worked higher learning goals under exploratory guidance and were then given higher performance goals achieved higher performance and demonstrated better comprehension of the model dynamics. However, participants who were only subjected to more specific, high performance goals did not improve their outcomes and revealed larger differences within the treatment group.