Virtual high-fidelity simulation assessment of teamwork skills: How do students react?

Abstract

With advances in technology, new innovative methods for evaluating teamwork skills are emerging, however little research has been done into students’ reactions to such innovative assessments in an educational setting. This study investigated the reactions of undergraduate students to a high-fidelity behavioral simulation assessment for teamwork skills and explored some of the factors behind those reactions. 168 undergraduate students completed a simulation assessment and filled out surveys of reactions, perceptions, and personality. The results of a structural equations model indicate that reactions were positively related to perceived scenario realism, characters (chatbots) realism and design clarity.

Keywords:

• Assessments
• simulations
• interpersonal skills
• teamwork skills

Acknowledgment

The authors wish to thank Doug Copeland and Pia Teini for their valuable help with this research.

Notes

1 The authors wish to thank the anonymous reviewer who raised this point.

Additional information

Notes on contributors

Igor Kotlyar

Igor Kotlyar is an Associate Professor at the Faculty of Business and IT at the University of Ontario Institute of Technology (Ontario Tech University), Oshawa, Canada. His research focuses on identification and development of employee talent in the workplace.

Joe Krasman

Joe Krasman is an Associate Professor at the Faculty of Business and IT at the University of Ontario Institute of Technology (Ontario Tech University), Oshawa, Canada. His areas of interest are organizational behaviour, human resources, technology, and teaching innovation.

Lisa Fiksenbaum

Lisa Fiksenbaum is a Sessional Instructor at several universities. Her areas of research include organizational behaviour, human resources, and the psychological effects of recessions and financial crises.