Summary
"The majority of the world’s military agencies rely heavily on use-of-force simulators to train their soldiers, despite the fact that we still know very little about the effectiveness of this training approach. Drawing on Cognitive Load Theory and the statistical technique of meta analysis, the current study examines the relationship between several training factors (related to practice, feedback, and fidelity) and various performance measures (related to accuracy, judgment, maneuvering, and communication) in the context of use-of-force training in the military domain. Results indicate that simulation training in this area results in better training outcomes than non-simulation training, and by increasing practice times, incorporating instructor feedback, and using high fidelity simulators, simulation training can be improved. However, several variables appear to moderate the relationship between these training factors and training performance (e.g., the experience level of the learner). These results suggest that Cognitive Load Theory is a useful theory for understanding how learning occurs in simulated training contexts and they also provide the basis for making practical recommendations to agencies that incorporate use-of-force simulation training into their instructional regime."--Abstract.