De ROI van Velites training en simulaties
In een eerder blog refereerden we aan de kracht van derde orde leren. De effectiviteit van de leiderschapsspellen die wij ontwikkelen worden op grond hiervan gemeten. In dit artikel delen we de resultaten van het wetenschappelijk onderzoek dat onder leiding van Marieke de Wijse – Van Heeswijk, onderzoeker aan de Radboud Universiteit, plaatsvond.
“Ciska Harte from Velites cooperated for three years in research on the effectiveness of training and simulation gaming at Radboud University in the Netherlands. The research aimed to determine which factors contributed to learning and training through simulation games. The following factors are present in Ciska’s training and simulation approach:
- Proximity to participants’ reality, ensuring that meaning-making processes and learning are present from the start.
- The facilitation design consists of multiple reflective learning loops interwoven in the program, balancing learning and gaining new input and perspectives, creating game flow and adaptive pacing that fuel regular learning cycles building upon each other.
- Her programs combine learning levels from individual to group and transfer to personal context and organization.
- Quick introduction and immersion with a lasting buy-in to the program, the group, and the training content.
- An adaptive intervention approach governing three levels of learning from content/procedural learning, to process learning, to the transfer of roles in context on a third-order level was observed in all studies, where more than 85% of the participants reached success in all three learning levels. Not all participants aimed for all three levels, which also explains the 15% that reached level two on content and process learning. Learning took place from the start, even before the gameplay phase.
- The clear design with useful expectancy guidance throughout the program, along with Ciska’s enthusiasm and expertise, enables participants to engage with ease and motivation, while learning naturally occurs in a safe learning atmosphere.
Ciska helped further develop our methods to measure learning during and from gameplay, allowing us to validate and optimize our instruments. We are very grateful for her long-term participation in our research and assistance in answering our research question to establish which factors contribute to learning in and from simulation games. This enabled us to develop a script for future facilitators to enhance learning from simulation games and learning in general. For publications of this research, email Marieke.dewijse-vanheeswijk@ru.nl.”