Decontextualization Effect in Simulation Training for Transverse Professional Practices
Philippe Fauquet-Alekhine *
Nuclear Power Plant of Chinon, BP80, 37420 Avoine, France and Laboratory for Research in Science of Energy, Montagret, France and Department of Social Psychology, London School of Economics and Political Science, Houghton St., WC2A 2AE, London, UK.
Anne Boucherand
Nuclear Power Plant of Chinon, BP80, 37420 Avoine, France.
*Author to whom correspondence should be addressed.
Abstract
Whereas full scale simulators operated for contextualized simulated training sessions are widely used for occupational training, studies undertaken regarding virtual applications have shown that decontextualized simulated situations could be used as a relevant lever to help trainees improving professional skills. This was here quantified and analyzed through three different experimental conditions (two included virtual training, contextualized and decontextualized) summoning N=33 experienced workers. A pre-analysis for experiment design helped us to define necessary features for decontextualized design with the objective of successful occupational training. Analysis of the benefits induced by each experimental condition was undertaken through comparative assessment of trainees’ performance after training. Results showed that, when respecting aforementioned specified features for experienced workers, decontextualized simulation training could significantly increase performance compared to contextualized training. This phenomenon was discussed both from the psychological and neurophysiologic standpoints.
Keywords: Vocational training, high risk industry, decontextualization, simulation, learning transfer, performance, professionalism.