Abstract
This article focuses on the research associated with the assessment
of the cognitive learning that occurs through participation in a
simulation exercise. It summarizes the objective evidence regarding
cognitive learning versus the perceptions of cognitive learning achieved
as reported by participants and instructors. The authors also explain
why little progress has occurred in objectively assessing cognitive
learning in the past 25 years and provide potential options for filling
this deficiency.
Users
Please
log in to take part in the discussion (add own reviews or comments).