Assessing Combat Medic Knowledge and Transfer Effects Resulting from Alternative Training Treatments

Abstract

While advocacy of gaming tools to support training has been a trend observed in recent years, little definitive empirical research regarding the effectiveness of games in training has been established. This research focused on an instructional game developed by the US Army to support Tactical Combat Casualty Care (TC3). The TC3 Game-based Simulation is a first person game where the trainee plays the role of a medic assigned to a light infantry squad operating in an urban environment. This research focuses on training treatments and the potential use of computer games as experiential tools for learning by Soldiers. In an effort to draw empirical results, it was the objective of this research to evaluate the training effectiveness using the TC3 Game-based Simulation following Kirkpatrick’s four-level model and comparing it to multimedia and interactive modes of instruction. Reaction to training was explored, as were the acquisition of knowledge and the transfer of skills. The acquisition of knowledge occurred for participants in all treatments and significant statistical differences were found in gain scores between participants in the multimedia group and participants with interactive modes of instruction. In addition, significant statistical differences were found in transfer task scores between participants in the multimedia group and participants with interactive modes of instruction.