Integrating Experiential Simulation into Classroom Instruction with Synthetic Experience Events

Abstract: The US Military still uses a traditional instructional model that typically employs didactic methods, limited periods of active practical application, and the study of two-dimensional content with sparse generalized testing. This model of instruction has shown to produce less learning outcomes than instructional models that use more active learning methods (Hake, R. 1998; Freeman, S., et.al 2013). In addition, traditional instructional methods are incapable of developing the most important level of knowledge for military occupations, which is tacit knowledge. Research sponsored by DARPA has focused on developing tacit knowledge, and exploiting the state of flow in military education and training, which reportedly has shown significant increases in learning and performance.Experiential learning is a philosophy and well-established model of learning that precedes today’s typical industrial-era based instructional methods. Experiential learning requires learners to participate and learn in real task experiences that not only enables the learning of more declarative and procedural knowledge but with the use of new technologies and content, can develop tacit knowledge as well.This paper will discuss a continuing learning engineering effort, first tested with the US Navy and now being researched by the US Army Development Command (DEVCOM), Soldier Center (SC), Synthetic Training Technology Center (STTC), called competency-based experiential learning (CBEL). The purpose of CBEL is to advance traditional classroom learning by incorporating experiential learning, modern neuroscience and learning science, and learning technologies that together we hypothesize will develop increased occupational performance through the development of increased tacit knowledge. We will discuss at a high-level how CBEL incorporates technologies like synthetic environments, adaptive instructional systems, and a form of content called experience events to form a new model of classroom instruction

Keywords: Simulation, Synthetic Environments, Flow State, Competence, Tacit Knowledge

DOI: 10.54941/ahfe1005028

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