Leveraging Stress and Intrinsic Motivation to Assess Scaffolding During Simulation-Based Training

Instructional designers in the Simulation-Based Training (SBT) community are becoming increasingly interested in incorporating scaffolding strategies into the SBT pedagogical paradigm. Scaffolding models of instruction involve the adaptation of instructional delivery methods or content so that the learner may gradually acquire the knowledge or skill until mastery and independence are achieved [1, 2]. One goal for incorporating scaffolding models into SBT is to bridge the gap between trainees’ immediate knowledge and skill with their potential level of understanding when provided with scaffolded support. This gap represents an optimal level of learning often referred to as the Zone of Proximal Development (ZPD). ZPD may be maintained dynamically through the adjustment of instructional support and challenge levels [3]. Theoretically, for ZPD to be achieved, the training experience should be neither too easy nor too difficult. A challenge in implementing scaffolding in SBT and assessing its effectiveness is the lack of metrics to measure a trainee’s ZPD. Therefore, this study investigates the use of stress and intrinsic motivation metrics using the Dundee Stress State Questionnaire (DSSQ) and the Intrinsic Motivation Inventory (IMI) to assess the level of challenge elicited by selected instructional strategies in SBT for behavior cue analysis. Participants completed pre-test, training, practice, and post-test scenarios in one of three conditions including a Control and two instructional strategy conditions, Massed Exposure and Highlighting. Participants reported their stress using the DSSQ after each training and practice scenario and overall intrinsic motivation using the IMI at the end of all scenarios. Results compared stress and intrinsic motivation levels between conditions. Ultimately, the results indicate that Massed Exposure strategy may be preferable to maintain ZPD during SBT for behavior cue analysis.