Rstrazhnikthesis

Running head: Simulators/Serious Games
Simulators/Serious Games in Skilled Trades
Robert Strazhnik
University of Ontario Institute of Technology
Table of Contents
Simulators/Serious Games
List of Figures
List of Tables
Chapter 1: Introduction
Background
Research Aim
Statement of the Problem
Significance of the Problem
Chapter 2: Theoretical Framework
Motivational Readiness and IDP Model
Research Question
Chapter 3: Literature Review
A Need to Reform
Vision of Benefits
Perception of Functioning
Conclusion of Literature Review
Chapter 4: Methodology
Data Collection Method
Search Strategy
Temporal Setting
Spatial Setting
Specific Search Terms Setting
Data Analysis
Chapter 5: Findings
SSGs Effectiveness as a Learning Aid
SSGs Safety
SSGs Affordability
Summary of Findings
Chapter 6: Analysis and Discussion
Limitation
Conclusion
References
3
List of Figures
Figures:
1.
2.
3.
4.
Innovation-Decision Process of Innovation Theory

Visual representation of IDP in proposed research
Literature Collection Criterion
Research Strategy
List of Tables
Tables:
1. Coding Table
2. Coding system design
Chapter 1: Introduction
The use of digital technology is becoming an essential part of many peoples lives.
Digital technology can be found in many parts of a persons daily routine including their learning
(Prensky, 2011). Most students that enroll in college consider digital technology an important,
necessary and integral part of their learning experience (Murray, 2011). Additionally, college
students expect an integration and use of digital technology during their learning in college
classrooms and may make important education decisions based on perceived integration of
technology in the classroom. (Anonymous, 2011). Therefore, colleges are developing and
implementing programs that include use of digital technology to attract students. Programs that
include the use of digital technology appeal to new learners, provide training for a learners
career choice, and are in line with industry requirements for the labour force (Minister Kenney,
2014). Due to these expectations, college administrations have a high incentive to look for and
invest in new technologies.
Background
Simulators/Serious Games (SSG) are computer based game engines used as a training
aid. Educational institutions as well as training companies have recently started to explore the
use of SSGs for instructional purposes (Arango, Aziz, Esche, & Chassapis, 2008). One such
example is the integration of computer-based SSGs to be used as a method to develop and
practice a learners kinesthetic, procedural and cognitive skills during in college training shop
periods. However, adoption and integration of SSGs are complex processes, which are affected
by a number of internal and external factors. Therefore, understanding the factors affecting a
college administrations behaviour on SSGs adoption will provide an insight into their decisionmaking process. Many previous studies have focused on how economic concerns influence the
decision making process in regards to technology adoption (Johnston & Lewin, 1996). However,
purely economic models cannot capture the full complexity of a college administrations
technology adoption behaviour and motivation (Hansmann, 1987). In their paper Karp, Mechur,
Fletcher, & Jeffrey (2014) reveal that college administrations face an array of factors that are
necessary to consider during adoption of technology such as: 1) technological readiness, 2)
organizational readiness, 3) project readiness, and 4) motivational readiness. The adoption of
technology by colleges has demonstrated unique characteristics and requires distinct approaches
in examining this behaviour (Bates, 2014)
Research Aim
It would be a grand task to research all four of the above identified readiness factors of
technology adoption in a single research paper. The research for the present paper revolved
around the motivational readiness associated with technology adaptation. The aim of this
research was to investigate a college administrations view on the motivational readiness
associated with obtaining, integration and implementation of SSGs into skilled trades training
programs and courses. The motivational readiness was shown to be tied to three key factors of
SSGs: their effectiveness as a training tool, their overall cost effectiveness, and their safety. By
considering these three factors in relation to motivational readiness, a clearer picture will emerge.
Statement of the problem

Integration of SSG into many skilled trades programs is a recent phenomenon which is
becoming increasingly popular over time. (Kincaid & Westerlund, 2009). On the other hand,
adoption of new technology is difficult and expensive (Karp et al., 2014). Additionally, it is
unclear if a need for SSGs integration into skilled trades exists, aside from the mounting
pressures for colleges to be technologically advanced. A motivational readiness to adopt SSG by

a college administration needs to be determined prior to technology adoption. Therefore, a need
for research exists to better understand factors that determine motivational readiness to adopt
SSGs by college administrations.
Significance of the Problem

College administration is subject to accountability policies. Sound accountability
processes assure that resources are being used effectively, honestly and for the purpose for which
they were intended (Hook, 2004). Additionally, education provided by colleges need to be in
line with industry standards and requirements. Therefore, college administration needs to
evaluate technology as part of decision making process to adopt it. Furthermore, college
administration needs to be informed about advantages and disadvantages of a technology in
order to make an informed decision to adopt that technology. Various characteristics of SSGs
such as educational effectiveness, cost and safety, could be used as guiding factors of
motivational readiness during college administrations decision making process to adopt
technology. Understanding factors that contribute to motivational readiness will help a college
administration hypothesize on the need to invest in new technology.
Chapter 2: Theoretical Framework

To investigate college administrations views on the motivational readiness associated
with adoption of SSGs into skilled trades training programs and courses Rogerss Diffusion of
Innovations Theory (DIT) was employed. DIT is proven to be a theoretical model in helping to
explain and predict adoption of technology in educational environments (Medlin, 2001). In his
book, Rogers (2003) describes Innovation-Decision Process (IDP) of DIT as informationseeking and information-processing activity, where a group of individuals are motivated to
reduce uncertainty about the advantages and disadvantages of a technology (p.172). The IDP
involves five steps: 1) knowledge, 2) persuasion, 3) decision, 4) implementation, and 5)
confirmation (Rogers, 2003). Figure 1 depicts the IDP of DIT.
Figure 1. Innovation-Decision Process of Diffusion of Innovation Theory.

The five steps of IDP are described by Rogers (2003) as follows:
Knowledge- the stage where a potential adopter becomes aware of a technology and
develops some understanding of its capabilities

Persuasion- the stage where the formation of either positive or negative attitudes towards
a technology occurs
Decision- the stage where an adopter decides either to adopt or to reject a technology
Implementation- the stage where an adopter puts a technology to use
Confirmation- the stage where either the innovation decision is reinforced or an earlier
decision to adopt or reject a system is reversed
Motivational Readiness and IDP Model

Motivational readiness is the willingness or inclination to attain a given state of activities
(Kruglanski, Chernikova, Rosenzweig, & Kopetz, 2014) Motivational readiness is a process used
to assess technology adoption readiness by training organizations including colleges (Karp et al.,
2014) Additionally, motivational readiness contributes to the decision making by college
administration to adopt technology. Motivational readiness consist of motivational forces that

inform and persuade colleges administration during decision making process to adopt
technology (Lehman, Greener, & Simpson, 2002). Based on motivational forces, judgements are
made about the technology and decisions are made to adopt or reject adoption of technology
(Kruglanski et al., 2014).
As described above motivational readiness influences the decision making process.
Therefore, it is possible to combine the motivational readiness with the IDP model. The
following model is proposed to explain the technology adaption factors relevant to college
administration. In my research the Knowledge and the Persuasion steps of IDP will act as
dependent variables. The Knowledge step is the step in which college administration will
collect pertinent information about SSGs. For example, the college administration will desire
information about the effectiveness of the technology as a learning tool. Do students actually
acquire the intended skills? Is the SSG effective at teaching these skills? What is the cost of the
SSG and is the initial purchase costs offset by potential savings? What are the safety
implications and how does this impact overall readiness to adopt the technology?
The amount and quality of collected information will affect the state of college
administrations knowledge related to SSGs. The Persuasion step is the step in which different
characteristic of SSGs would influence college administration to reinforce formulated decision
during SSGs adoption. College administrations views on the motivational readiness associated
with obtaining, integration and implementation of SSGs into skilled trades training programs and
courses will act as independent variables. Motivational readiness is an indicator of institutional
readiness to adopt a technology. Adoption ready institutions have a clear understanding of
reasons to adopt a technology (Karp et al., 2014). Motivational readiness is broken down into
three motivational forces such as: 1) need to reform, 2) vision of benefits and 3) perception of
functioning. Karp (2014) describes components of motivational readiness as follows:
Need to reform- to have an understanding of the need to initiate a technology adoption
process and its importance

Vision of benefits- to have a vision of potential benefits associated with a colleges goals
to provide safe student learning environments.

Perception of functioning- to perceive that new technology was used as a training aid to
reach learning objectives outlined in program and course design.
Figure 2 depicts the IDP as applied to proposed research.
Figure 2. Visual representation of IDP in proposed research.

Hypothetically, this study should accomplish the following: To better understand the
factors that contribute to integration of SSGs into colleges skilled trades programs, the study
needs to synthesize existing research related to the elements of motivational readiness to adopt
those SSGs. The individual findings of many studies were synthesized to provide trustworthy
data to attain determining factors, which will demonstrate motivational readiness to adopt SSGs
into skilled trades programs.
10
Research Question
The SSGs effectiveness as a training tool, costs, and safety, are some of the factors that
would contribute in determining motivational readiness to integrate SSGs into skilled trade
programs. The primary research question for this study was: What factors impact the
motivational readiness of college administration to adopt SSGs into skilled trades programs and
courses?
Additionally, sub questions are generated to investigate specific components of motivational
readiness such as: 1) need to reform, 2) vision of benefits and 3) perception of functioning. The
sub questions are as follows:
1. Does the use of SSGs offer financial relief for budgets within skilled trades programs?
2. Does the use of SSGs demonstrate potential benefits associated with colleges goals to
provide safe student learning environments?
3. Does the use of SSGs as a training aid facilitate greater skilled development in learners as
compared to traditional training?
The sub questions will probe the literature and help sort all responses into the following two
categories: 1) Knowledge and 2) Persuasion. The knowledge and the persuasion categories are
the two categories that were used during decision making process to determine motivational
readiness for college administrators to adopt technology.
The Traditional Review type was used to summarize literature and draw conclusions on
the topic in question. Traditional Review - adopts a critical approach, which might assess
theories or hypothesis by critically examining the methods and results of single primary studies,
with an emphasis on background and contextual material (Jesson, Matheson, & Lacey, 2011, p.
15).
11
Chapter 3: Literature Review

The focus of this literature review is to conduct a fairly exhaustive investigation into
published literature focusing on SSGs in various fields such as the construction industry, oil
extraction industry and welding. The next step would be to examine and identify gaps in the
studies found in the literature related to motivational readiness to adopt SSG into colleges
skilled trades programs. Additionally, this literature review will summarize and evaluate
components of motivational readiness and how they will contribute to the decision making
process, guided by IDP to adopt SSG into colleges skilled trades programs.
One of the limitations of the available literature is that it is fairly sparse and the
information related to SSGs is found in a range of fairly different occupations. It is difficult to
compare the attributes of a welding simulator with those of a simulator used in the construction
industry especially while considering how these factors would influence motivational readiness
of a college administration. However, there are enough similarities to make the comparison
effective, especially in that many of these studies aim to illustrate the strengths and weaknesses
of SSGs and how improvements can be made.
The literature was collected from the education and technology scholarly databases and
consisted mainly of reports and studies that discuss motivational readiness. They have been
filtered utilizing temporal and spatial settings.
12
A Need to Reform
A need to reform is defined as having a clear sense of the need to reform (Karp et al.,
2014). College administrations are constantly challenged to operate programs and courses within
financial budgets (Kirby, 2007). According to a standard accounting textbook definition, a
budget can be defined as a formal, quantitative expression of an organizations strategic plan
(Bragg, 2010, ch. 5). Resource allocation within a budget is based on agreed upon strategic goals
of educational organizations (Simmons, 2012). A limited amount of resources from a finite
budget is allocated for purchasing different technologies by colleges (Simmons, 2012). SSGs
have the potential to reduce training costs in colleges skilled trade programs as they do not
require the consumption of consumables during the training exercises (Mellet-dHuart, 2006).
Cost saving are realized due to non-existent expenses related to consumables during virtual
based training. Therefore, a need to adopt SSG into colleges skilled trade programs exists.
On the other hand, initial purchase costs of SSGs may be beyond available purchasing
resources and would be viewed as a major obstacle and a deterrent to integration of SSGs into
college programs (Campbell, 2013). A virtual welding simulator of superior quality would cost
$50,000 to $100,000 (Virtual Welding 2013). A drilling simulator that is used at Southern
Alberta Institute of Technology cost $1,000,000 (Morgan, 2013). A mobile classroom Learning
Centre outfit used by Nova Scotia Community College was purchased for $2,300,000 (Kenter,
13
2014). Colleges may not have sufficient funding to purchase SSGs nor the political will to
allocate such funds towards new and somewhat unproven technologies in some cases. Certainly
there are competing demands on the colleges finite financial resources and in-depth analysis
must be considered before such expenditures can be undertaken.
However, despite the high initial price tag, integration of SSGs is an investment in a new
technology and may be a pathway to relief budget constraints. Although initial investments into
SSG may be high a consideration must be given to realization of long term cost associated with
SSG adoption and use. Saving realized per student per course during use of SSGs need to be
projected and evaluated in order to determine cost related benefits. Does the reduction of
consumables required for traditional training exercises justify the overall cost of purchasing the
SSG? Will the long-term cost savings be equivalent or greater? How long would it take to for
an SSG to pay off in terms of savings on consumables and would be technology still be of
relevance at this point? Colleges are confronted with a difficult decision when it comes to
purchasing SSGs. Additional proof is needed to evaluate short and long term costs associated
with SSGs adoption.
Vision of Benefits
Vision of benefits is defined as having a clear vision of technology adoption benefits
(Karp et al., 2014). Reduction of in class hazards and accidents causing injury is paramount to
any college. Training organizations strive to provide safe training for learners enrolled in their
programs (Sandals, 2008). Therefore, inclusion of safe training aids into colleges theoretical and
practical classrooms would be necessary. The use of SSGs during the practical component of
14
skilled trade learning would be considered a safer alternative in contrast to real equipment
(Marvin & Murray, 2010, p. 282). Virtual environments are forgiving and maintain users
confidence level, which otherwise could be lower due to the fear of making a mistake (Byrd,
2014). Adopting safer training aids was viewed as beneficial by colleges administration due to
an increase in the overall safety in the learning environment.
On the other hand, learners training on SSG are not exposed to all dangers of real work
environment and could develop a lowered sense of job safety. There must be a balance between
the safety of students in class and the actual working conditions of the occupation and this can be
difficult to achieve. Traditional training exercises are more dangerous due to the risks associated
with using the equipment and mistake in this environment can result in real injury. As noted,
students working in the traditional environment may have lowered confidence due to fear of
making mistakes, yet it may be argued that a certain level of fear would help keep the person
safer when they are actually working on the job. To better understand safety benefits associated
with SSGs use further investigation is required.
Perception of Functioning
Perception of functioning is defined as a clear sense that technology will function as
intended (Karp et al., 2014). This is perhaps the most important factor related to a college
administrations adoption of SSGs. Does the technology fulfil its intended purpose? Do students
using SSGs learn the skills required to do the job effectively? SSGs used as training aids intend
to develop students kinesthetic, procedural and cognitive skills within simulated environments
15
(Arango et al., 2008). Akshay et al., (2013) concludes that that after extensive testing,
observation, data analysis and synthesis no definite conclusions were drawn in determining the
simulators effectiveness as a learning aid. Additionally, Ranjith, Akshay, Unnikrishnan, &
Bhavani, (2014) question simulators effectiveness as a learning aid in their study of haptic
simulators use in vocational education. A haptic simulator that does not simulate authentic and
realistic work environments would not appear as an effective learning tool to the learner (Magee,
2006).
Other studies have shown that SSGs can be effective in certain trades. For example,
research done by Dorey and Knights (2015) indicate short term improvement in performance,
while Byrd (2014) found that students using welding simulators had higher overall welding
scores. Tichon and Dover (2010) made similar findings which will be expanded upon on page
21 in the Findings chapter.
The current literature would suggest that there is no unanimous conclusion to be drawn
about the effectiveness of SSGs. Some studies indicate effectiveness in certain areas, while
others do not. It is unclear how effective the use of simulators as an educational tool is and
further investigation is needed.
Conclusion of Literature Review

This literature review was based on studies investigating and evaluating simulator based
technology use in skilled trades programs. Additionally, literature analysis and synthesis
identified gaps in studies related to the motivational factors associated with SSGs adoption into
skilled trades programs. Furthermore, this review supports the need to conduct additional
16
research into SSGs adoption into skilled trades program, especially in regards to the
effectiveness of SSGs as educational tools.
Chapter 4: Methodology
Qualitative meta-synthesis brings together findings to develop and refine theories while
retaining the uniqueness of individual studies (Finlayson & Dixon, 2008). This section will
describe proposed data collection methods, data search strategy, data analysis, and data synthesis
methods.
Data Collection Methods
During literature search for my research, online databases were used which were
available through UOIT library. Specifically, the ERIC database was used to access educational
literature and resources (ERIC 2015). Additionally, ProQuest database was used to access
technology related literature and resources (ProQuest About 2015). A specific search strategy
was executed within ERIC and ProQuest databases to generate a list of relevant literature.
Search Strategy
The first step during the data collection stage was to select appropriate literature. I will
devise an article inclusion criterion that generated the most relevant literature for this research
paper. The criterion consisted of temporal and spatial settings and included specific search terms
used in different databases.
Temporal Setting
17
Temporal setting consisted of search parameters that included literature published

between year 2000 and 2015. To keep my research relevant, literature was selected that evaluated
use of current haptic simulators that currently being used in learning environments. Current
haptic simulators are simulators that were designed and manufactured within the last 15 years.
Research that is older than 18 years may not be suitable due to its evaluation of haptic simulators
that are now considered outdated and decommissioned.
Spatial Setting
Spatial search criterion additionally refined my collected literature. Articles that were
examining the use of haptic simulators in vocational schools, college offered skilled trades
programs, and on the job training programs were used to narrow down the literature. The
literature collection criterion for this review is illustrated in Figure 3.
Fig. 3 Literature Collection Criterion.
Specific Search Terms Setting
18
To further narrow down the literature list a variety of search terms were used during the
literature search. A list of available haptic simulators was generated to be used as a final focusing
lens in finding the most relevant articles. To generate a list of available simulators for training
purposes, an Internet based search using the Google search engine was conducted using the
following key search terms: 1) Kinesthetic simulator 2) Haptic simulator and 3) Skilled trades
simulators. Once the list of simulators was generated, each name was used to create the final
literature list used during the research. An example of a visual representation of the search
strategy is depicted in figure 4. A resulting bibliography of literature, which provided data for
meta-synthesis, is provided in the appendix.
Figure 4. Research strategy.
Data Analysis
The meta-synthesis technique was used to interpret the original researchers
interpretation. Direct quotes from research papers were entered into the coding table. Quotes in
the table were subjected to a meta-synthesis technique to detect patterns in research papers and to
draw conclusions based on patterns. An example of a coding table used during meta-synthesis
and meta-analysis technique is illustrated in Table 1.
19
Authors
Data
Summary of data
Code
Name
Authors
Quote
Summary
Theme code.
Name
Table 1. Coding Table
Codes were generated and assigned to three components associated with motivational readiness.
Table 2 represents the coding system design.
Theme
Theme name
Code
Theme code
Code description
Code description
Table 2. Coding System Design.

Codes in the table were used to synthesize a hypothesis and apply it to the proposed
Innovation-Decision Process model of DIT.
20
Chapter 5: Findings
Qualitative metasynthesis (QMS) was used to analyze and synthesize data gathered from
different researches. QMS is an approach to analyze data across qualitative studies (Erwin,
Brotherson, & Summers, 2011). Textual data collected from qualitative studies was gathered and
coded.
The findings are split into three distinct sections. Each section represents a theme that
emerged during data analysis. The themes that were drawn from collected data are as follows: 1)
SSGs effectiveness as a learning aid, 2) SSGs safety, and 3) SSGs affordability. Each section
contributes to determination of the factors that impact motivational readiness to adopt SSGs into
the skilled trades program by a colleges administration. The synthesis of all sections was
employed to answer the primary research question: What factors impact the motivational
readiness of college administration to adopt SSGs into skilled trades programs and courses?
The findings are presented in the following sections, using subheadings describing the
actual effectiveness as a learning aid, cost effectiveness and safety of the SSGs and coded in
tables associated with each analyzed article. Table 3 represents the coding table.
Theme
Learning
Aid
Affordabilit
y
Code
STME
STAE
STCE
STCNE
Code description
SSG training more effective than traditional training
SSG training as effective as traditional training
SSG training is more cost effective than traditional
training
SSG training is less cost effective than traditional training
Safety
STS
21
SSG training is safer than traditional training
Table 3. Coding Table

Seven studies utilized the same methodology to reveal SSGs effectiveness as a learning
tool. The methodology consisted of observation of trainees performance during task completion
utilizing real equipment. An observation type methodology was conducted on trainees that
completed their training. The studies consisted of participants that received traditional training
and SSG based training in the construction, welding and mining sectors. Participants were
divided into two groups. One group received SSG based training and the other group received
traditional training utilizing real life equipment.
SSG Training More Effective Than Traditional Training
Dorey and Knights (2015) found that dragline simulator training appears to provide a
quantifiable short term improvement in experienced operators performance using real
equipment (p. 103). According to research by Byrd (2014) learners trained on welding
simulator developed higher dexterity level compared to learners trained traditionally (p. 63). In
their research Stone, Watts, Zhong, and Wei (2011) determined that that students using virtual
welding simulators achieved higher scores at welding and required less training time than
students trained by traditional methods (p. 568). Tichon and Dover(2010) revealed learners
trained in virtual environment demonstrated higher dexterity level in comparison to traditionally
22
trained learners. Chakraborty (1997) in his research found that learners trained in a virtual
environment demonstrated higher competency level in interacting with real world equipment in
comparison to traditionally trained learners (p. 111-112). Finally, Norfleet (2009) determined
that learners that completed training in virtual environment possessed a higher level of
knowledge and skills compared to learners that received traditional training (p. 88)
SSG Training As Effective As Traditional Training
On the other hand, two studies that used above described methodology concluded that
SSG based training did not facilitate grater skills development in trainees in comparison to
traditional training. Akshay et al., (2013) concludes that novice learners trained on the haptics
simulator achieved scores that are not statistically different from the scores achieved by novices
learners trained on actual real life devices (p. 6112). Phillip S. Dunston, Robert W. Proctor and
Xiangyu Wang (2014) in their article state that performance that heavily relies on depth
perception in the real world is not fully aided in the 2D world of the simulator; so, some
strategies relied upon during simulator training must be abandoned and replaced when
performing in the real environment (p. 371). Bhalerao (2009) question simulators effectiveness
as a learning aid in his study of haptic simulators use in vocational education due to his finding
that states learners performance results data comparison of using real equipment to complete a
task, the simulator trained group did not demonstrate greater performance results data compared
to classroom trained group (p. 137).
Therefore, there is ambiguity in the overall findings in regards to the effectiveness of
SSGs as a learning tool. This is a significant finding as it would lead to the question: if SSGs are
not effective as learning tools, why invest in them?
23
SSGs Safety
SSG Training Safer Than Traditional Training
Five studies investigated safety aspects associated with training utilizing SSGs. Each
study demonstrated that SSGs provide a safe learning environment for learners. SSGs provide
virtual environments that are forgiving and maintain learners confidence level, which otherwise
could be lower due to the fear of making a mistake (Byrd, 2014). Additionally, SSGs provide
safe training environments for learners, which otherwise would have to complete their training in
extreme environmental conditions (Power-McDonald, 2012). In his article Power-McDonald
(2012) states that environment training demonstrated that simulation training is a safe and
reliable training system (p. 66). Kizil and Joy (2001) discovered that that virtual construction
environment allow users to make mistakes without putting themselves at risk. Carter(2015)
observed that during learners training there is no risk of injury to the learner caused by
accidents, difficult or dangerous situations during virtual environment training. Similar findings
were expressed in the article written by Nutakor,(2008).
Overall, the findings indicate an elevated safety level of SSGs in comparison to
traditional learning environments. This may help to further the willingness of the college
administration to adopt them as mentioned in the introduction, colleges are mandated to provide
safe learning spaces. Safety, as well as educational effectiveness are considerable factors which
would influence the college.
SSGs Affordability
24
Three studies investigated cost effectiveness of using SSGs for training purposes as
compared to using real equipment. Two out of three findings in examined studies demonstrated
cost saving associated with training utilizing SSGs.
SSG Training Is More Cost Effective Than Traditional Training

A cost comparison between the real world cost of consumables used per student and a
virtual cost of consumables used per student was conducted and evaluated by Stone, Watts, and
Zhong (2011). The evaluation revealed a potential saving of $243.68 per student per course. A
hypothesis of the evaluation that training conducted using SSGs would be less expensive than
training that is conducted using traditional means was confirmed. Tichon and Diver (2010)
conducted a study in which cost savings during use of SSGs in comparison to use of real
construction equipment in the construction industry were discovered. Although they did not
provide a dollar value per student, overall the study concluded that due to the reduction in the use
of construction materials, an overall cost savings was evident.
SSG Training Is Less Cost Effective Than Traditional Training

On the other hand a study conducted by Jumper (2012) revealed no cost saving realized
during use of SSG as a training aid. During cost comparison in his research Jumper (2012) stated
that cost to maintain virtual equipment offsets savings linked with lack of consumables (p.44).
This finding, when taken into account with the initial high purchase price of SSGs leads to an
ambiguous conclusion about their cost effectiveness. More research needs to be conducted to
determine whether SSGs in their ability to offset the costs of consumables, are cost effective in
25
the short term and long term, especially in consideration of factors such as purchase price and
maintenance of the technology.
Summary of Findings
Based on the analysis of the data presented, it is evident that there is no clear consensus
that SSGs facilitate skill development in learners. It may be that some SSGs do offer effective
skills training in relation to the specific technical demands of the occupation. Several studies did
report findings that support effectiveness of SSGs as a learning tool. On the other hand, several
studies found the opposite to be true. Additionally, skills transfer from simulated environments
into real world environment was not evident in all instances. However, there is consensus, among
the studies that researched safety, that SSGs provide a safe learning environment for learners.
Finally, the data analysis related to cost effectiveness during SSGs use revealed mixed results.
Evidence presented by various studies revealed SSGs cost effectiveness only in some instances.
26
Chapter 6: Analysis and Discussion

The purpose of this study was to sample three factors and determine their impact on
college administrations motivational readiness to adopt SSGs into skilled trades. Through the
literature review, components of motivational readiness were determined and a gap between SSG
characteristics and college administrations SSGs adoption views were identified. Three major
themes guided by researchs theoretical framework were used to determine college
administrations readiness to adopt SSGs. An analysis and discussion related to each theme is
offered below.
Based on the analysis of the findings, it is evident that there is no unanimous consent that
SSGs facilitate skill development in learners. SSGs that do not assist skill developments and
amongst learners would not appear as an effective learning tool (Magee, 2006). It is unclear how
effective the use of SSGs as an educational tool is. Therefore, findings in this dimension cannot
contribute to the motivational readiness to adopt SSG by colleges administration.
SSGs Safety
27
Training organizations strive to provide safe training for learners enrolled in their
programs (Sandals, 2008). Therefore, inclusion of safe training aids into colleges theoretical and
practical classrooms would be desirable and will contribute to the motivational readiness to
adopt SSG by colleges administration.
SSGs Affordability
Evidence presented by different research authors revealed SSGs cost effectiveness only
in some instances. Lack or low cost effectiveness in combination with SSGs high initial
purchase costs will be considered as a major obstacle and a deterrent of SSGs integration into
college programs(Campbell, 2013). Therefore, finding in this dimension cannot contribute to the
motivational readiness to adopt SSG by colleges administration.
Limitations
One major limitation associated with the findings in this study is that SSGs from only a
few skilled trades dimensions were examined. Most examined studies in this research were on
SSGs built for the construction sector. Such limitation is due to lack of SSG variety available for
many skilled trades. It is unknown if equitable finding will be realized when examining factors
that will motivate college administration to adopt technology used in skilled trades not explored
in this article.
28
Another major limitation is that different simulators are designed differently and could
offer different levels of effectiveness, cost savings and safety factors. Such circumstance makes
it difficult to conduct a comparison between different SSGs.
It would be recommended for other researchers that undertake such study to consider
comparing equitable SSGs of the same skilled trades domain in future studies.
Conclusion
This research analyzed three different SSGs affordances related to skills training
environment. On the one hand the major finding research finding is that SSGs are a safe training
aid to be used in place of real equipment during training. Ontario colleges have a policy to
provide safe training environments for college students and employees. Correspondingly, this
finding could function as a strong motivational force to adopt SSG into Ontario colleges skilled
trade programs. On the other hand SSGs are not always an effective learning tool. This finding
may weaken motivational force to adopt SSGs. Finally, use of SSGs does not always translate
into cost savings for skilled training programs. This finding may also weaken motivational force
to adopt SSGs.
Integration of SSG into many skilled trades programs is a recent phenomenon (Kincaid &
Westerlund, 2009). Furthermore, use of SSGs in skilled trades is also a newly emerging concept.
Therefore, additional research needs to be conducted to determine whether adoption of SSGs
would realistically benefit the college administration. As mentioned in the introduction,
prospective and current students have expectations about the level of technological currency of
educational institutions. The pressure of colleges to adopt new and safe technologies, including
SSGs is present. However, if solid empirical research does not support the performance
29
outcomes of these technologies, then college administrations willingness to adopt these will be
and should be diminished. Questions will continue to be asked about SSGs adoption. SSGs that
do not generate effective learning environments and do not contribute relief to skilled trades
programs budgetary constraints will most likely be perceived negatively and adopted sparingly
by college administrators despite clear safety advantages.
References
Akshay, N., Deepu, S., Rahul, E. S., Ranjith, R., Jose, J., Unnikrishnan, R., & Bhavani, R. R.
(2013). Design and evaluation of a Haptic simulator for vocational skill Training and
Assessment. In IECON 2013 - 39th Annual Conference of the IEEE Industrial Electronics
Society (pp. 61086113). IEEE. doi:10.1109/IECON.2013.6700139
Anonymous. (2011). CourseSmart; Digital Dependence of Todays College Students Revealed in
New Study from CourseSmart. Technology and Business Journal, 36. Retrieved from
http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/871040841?accountid=14694
Arango, F., Aziz, E. S., Esche, S. K., & Chassapis, C. (2008). A review of applications of
computer games in education and training. In Proceedings - Frontiers in Education
Conference, FIE. doi:10.1109/FIE.2008.4720514
Bates, T. (2014). Understanding The Building Blocks of Online Learning. Contact
North.Contact Nord, 10.
Bragg, S. (2010). Accounting Best Practices, sixth edition. ([Books24x7], Ed.) (6th ed.).
30
Retrieved from http://common.books24x7.com.uproxy.library.dc-uoit.ca/toc.aspx?

bookid=34736.
Byrd, A. (2014). Identifying the effects of human factors and training methods on a weld training
program - viewcontent.cgi. Retrieved November 8, 2015, from
http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=4998&context=etd
Campbell, I. (2013). Virtual Welding and the Federal Government. Retrieved from
http://www.canadianfabweld.com/blogs/virtual-welding-and-the-federal-government/
Carter, R. (2015). Simulator-based training: Getting it right, without risk. Engineering and
Mining Journal, 216(2), 4749. Retrieved from
http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/1664024203?
accountid=14694
Chakraborty, P. R. (1997). A virtual-reality-based task training model for mine-equipment
operation. Retrieved from http://search.proquest.com.uproxy.library.dcuoit.ca/docview/304388144?accountid=14694
Dorey, F., & Knights, P. F. (2015). Quantifying the benefits of simulator training for dragline
operators. Mining Technology, 124(2), 97106. doi:10.1179/1743286315Y.0000000007
Dunston, P. S., Proctor, R. W., & Wang, X. (2014). Challenges in evaluating skill transfer from
construction equipment simulators. Theoretical Issues in Ergonomics Science, 15(4), 354
375. doi:10.1080/1463922X.2011.624647
ERIC | Education Resource Information Center | EBSCO. (2015). Retrieved November 21, 2015,
from https://www.ebscohost.com/us-high-schools/eric
Erwin, E. J., Brotherson, M. J., & Summers, J. A. (2011). Understanding Qualitative
Metasynthesis: Issues and Opportunities in Early Childhood Intervention Research. Journal
31
of Early Intervention, 33(3), 186200. doi:10.1177/1053815111425493

Finlayson, K. W., & Dixon, A. (2008). Qualitative meta-synthesis: a guide for the novice. Nurse
Researcher, 15(2), 5971. doi:10.7748/nr2008.01.15.2.59.c6330
Hansmann, H. (1987). Economic theories of nonprofit organization. The Nonprofit Sector: A
Research Handbook. doi:10.1007/978-1-4615-0131-2_16
Hook, R. (2004). Accountability in Ontarios Public Colleges. Retrieved from
http://www.collegesontario.org/outcomes/accountability/CO_ACCOUNTABILITY_IN_ON
TARIO_PUBLIC_COLLEGES.pdf
Jesson, J., Matheson, L., & Lacey, F. (2011). Doing your literature review: traditional and
systematic techniques. Sage Publications.
Johnston, W. J., & Lewin, J. E. (1996). Organizational buying behavior: Toward an integrative
framework. Journal of Business Research, 35(1), 115. doi:10.1016/0148-2963(94)00077-8
Jumper, T. (2012). Cost-effectiveness of virtual reality in agriculture mechanics. Retrieved from
http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/1028739021?
accountid=14694
Karp, Mechur, Fletcher, & Jeffrey. (2014). Evaluating Your Colleges Readiness for Technology
Adoption. Retrieved December 31, 2015, from
http://ccrc.tc.columbia.edu/media/k2/attachments/evaluating-your-colleges-readiness-fortechnology-adoption.pdf
Kenter, P. (2014). Mobile classroom takes skilled trades training on the road. Daily Commercial
News, 87(146), 1. Retrieved from http://search.proquest.com.uproxy.library.dcuoit.ca/docview/1552678236?accountid=14694
Kincaid, J. P., & Westerlund, K. K. (2009). Simulation in education and training. In Proceedings
32
- Winter Simulation Conference (pp. 273280). doi:10.1109/WSC.2009.5429337

Kirby, D. (2007). Reviewing Canadian Post-Secondary Education: Post-Secondary Education
Policy in Post-Industrial Canada. Canadian Journal of Educational Administration and
Policy, 65, 124. Retrieved from http://umanitoba.ca/publications/cjeap/pdf_files/kirby.pdf
Kizil, M., & Joy, J. (2001). What can Virtual Reality do for Safety? St Lucia QLD. Retrieved
from
http://www.mirmgate.com.au/docs/Qld_conference_papers/2001/What_can_Virtual_Reality
_do_for_Safety_2001.pdf
Kruglanski, A. W., Chernikova, M., Rosenzweig, E., & Kopetz, C. (2014). On motivational
readiness. Psychological Review, 121(3), 367388. doi:10.1037/a0037013
Lehman, W. E. ., Greener, J. M., & Simpson, D. D. (2002). Assessing organizational readiness
for change. Journal of Substance Abuse Treatment, 22(4), 197209. doi:10.1016/S07405472(02)00233-7
Magee, M. (2006). State of Field Review: Simulation in Education. Education.
Marvin, T., & Murray, P. (2010). Learning Through Practice. (S. Billett, Ed.). Dordrecht:
Springer Netherlands. doi:10.1007/978-90-481-3939-2
Medlin, B. D. (2001). The factors that may influence a faculty members Decision to adopt
electronic technologies in Instruction. Thesis.
Mellet-dHuart, D. (2006). A model of (en)action to approach embodiment: a cornerstone for the
design of virtual environments for learning. Virtual Reality, 10(3-4), 253269.
doi:10.1007/s10055-006-0038-2
Minister Kenney meets with representatives of the canadian apprenticeship forum to highlight
support for apprentices and the skilled trades. (n.d.). Canadian NewsWire. Retrieved from
33
Morgan, G. (2013). SAITs new trades complex produces talent for the energy sector. ALBERTA
OIL. Retrieved from http://www.albertaoilmagazine.com/2013/04/sait-polytechnic-drillingsimulator/
Murray, C. (2011). The millennial rumor: Understanding millennial college students
characteristics, digital media technology usage, and assumptions at the university of
denver. University of Denver. Retrieved from http://search.proquest.com.uproxy.library.dcuoit.ca/docview/919482559?accountid=14694
Norfleet, D. (2009). Improved automotive safety through instructional modules and automotive
driving simulator based skills training with assessment. Retrieved from
Nutakor, D. (2008). Design and evaluation of a virtual reality training system for new
underground rockbolters. ProQuest Dissertations and Theses. Retrieved from
http://search.proquest.com/docview/304365270?accountid=11262 LA - English
Power-McDonald, S. (2012). Effects of Simulator Training on Novice Operator Performance in
Simulated Ice Covered Waters. Memorial University. Retrieved from
http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/1039723693?pqorigsite=summon
Prensky, M. (2011). Is the Digital Native a Myth? No. Learning & Leading with Technology, 39,
67. Retrieved from http://navigator-esu.passhe.edu/login?
url=http://search.ebscohost.com/login.aspx?
direct=true&db=ehh&AN=67371158&site=ehost-live
ProQuest About - Who We Are. (2015). Retrieved November 21, 2015, from
34
http://www.proquest.com/about/who-we-are.html
Ranjith, R., Akshay, N., Unnikrishnan, R., & Bhavani, R. R. (2014). Do It Yourself Educational
Kits for Vocational Education and Training. In Proceedings of the 2014 International
Conference on Interdisciplinary Advances in Applied Computing - ICONIAAC 14 (pp. 1
5). New York, New York, USA: ACM Press. doi:10.1145/2660859.2660952
Rogers, E. M. (2003). Diffusion of Innovations 5th ed. New York NY Free Press. Retrieved from
http://books.google.com/books?id=9U1K5LjUOwEC&pgis=1
Sandals, L. (2008). Shaping a culture of respect in our schools: promoting safe and healthy
relationships. Ontario Ministry of Education.
Simmons, C. (2012). Participative Budgeting, Budget Evaluation, and Organizational Trust in
Post-Secondary Educational Institutions in Canada. The Journal of Academic
Administration in Higher Education, 8(2), 12. Retrieved from
http://jwpress.com/JAAHE/Issues/JAAHE-Fall-2012-.pdf#page=48
Stone, R. T., Watts, K. P., Zhong, P., & Wei, C.-S. (2011). Physical and Cognitive Effects of
Virtual Reality Integrated Training. Human Factors: The Journal of the Human Factors
and Ergonomics Society, 53(5), 558572. doi:10.1177/0018720811413389
Stone, R. T., Watts, K., & Zhong, P. (2011). Virtual Reality Integrated Welder Training. Welding
Journal, 90(7), 136S141S.
Tichon, J., & Diver, P. (2010). Plant operator simulation: Benefits and drawbacks for a
construction training organization. Cognition, Technology and Work, 12(3), 219229.
doi:10.1007/s10111-010-0140-9
Virtual Welding Simulator. (2013). Retrieved from
http://www.emsisd.com/cms/lib/TX21000533/Centricity/Domain/54/1213-001 Virtual
Welding Simulators.pdf
35

Rstrazhnikthesis

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Rstrazhnikthesis

Uploaded by

Copyright:

Available Formats

Running head: Simulators/Serious Games

Simulators/Serious Games in Skilled Trades

University of Ontario Institute of Technology

Innovation-Decision Process of Innovation Theory

Statement of the problem

pressures for colleges to be technologically advanced. A motivational readiness to adopt SSG by

Significance of the Problem

Chapter 2: Theoretical Framework

Figure 1. Innovation-Decision Process of Diffusion of Innovation Theory.

develops some understanding of its capabilities

Motivational Readiness and IDP Model

administration to adopt technology. Motivational readiness consist of motivational forces that

Need to reform- to have an understanding of the need to initiate a technology adoption

process and its importance

to provide safe student learning environments.

Figure 2 depicts the IDP as applied to proposed research.

Figure 2. Visual representation of IDP in proposed research.

Chapter 3: Literature Review

Conclusion of Literature Review

Temporal setting consisted of search parameters that included literature published

Fig. 3 Literature Collection Criterion.

Specific Search Terms Setting

Figure 4. Research strategy.

Table 2. Coding System Design.

Table 3. Coding Table

SSGs Effectiveness as a Learning Aid

SSG Training Is More Cost Effective Than Traditional Training

SSG Training Is Less Cost Effective Than Traditional Training

Chapter 6: Analysis and Discussion

Retrieved from http://common.books24x7.com.uproxy.library.dc-uoit.ca/toc.aspx?

of Early Intervention, 33(3), 186200. doi:10.1177/1053815111425493

- Winter Simulation Conference (pp. 273280). doi:10.1109/WSC.2009.5429337

You might also like