The Paradox of Preference vs. Performance: Towards a Unified View of Simulation Experience

Abstract

Interactive simulation is one of the most prominent methods used to train and measure learning outcomes across multiple disciplines. Despite the ubiquity of simulation-based training in a variety of domains including nursing, serious games, military operations, etc., there is a paucity of research on how simulation experience is defined and how individual differences impact user experience. Towards this end, this paper provides a critical review of the existing literature. We describe how we can leverage existing findings and emergent themes to better understand and define simulation experience, and we outline areas for further investigation of the role of individual differences in user experience to enhance not only training outcomes, but also perception of simulation.