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Empirical Research in Vocational Education and Training最新文献

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Comparing labor market performance of vocational and general school graduates in Indonesia: insights from stable and crisis conditions 比较印度尼西亚职业学校和普通学校毕业生在劳动力市场上的表现:从稳定和危机条件中获得的启示
IF 1.3 Q2 Social Sciences Pub Date : 2024-04-18 DOI: 10.1186/s40461-024-00160-6
Kasmad Ariansyah, Yanuar Farida Wismayanti, Renny Savitri, Virgiawan Listanto, Azwar Aswin, Madya Putra Yaumil Ahad, Benedicta Retna Cahyarini

This study seeks to investigate the association between distinct tracks of secondary education—namely, vocational school (Sekolah Menengah Kejuruan, SMK) and general school (Sekolah Menengah Atas, SMA)—and two key labor market outcomes: the duration required for graduates to attain their initial employment and their resilience in the face of pandemic, as measured by changes in average monthly income. While the former sheds light on the outcome under typical circumstances, the latter offers valuable insights into the outcome during periods of crisis. Focused on Indonesia, this research employs Heckman two-step model alongside ordinary least square (OLS) for the first outcome and ordered probit regression for the second. The research draws upon data extracted from the 2021 National Labor Force Survey (Survey Angkatan Kerja Nasional, SAKERNAS). Our results suggest that SMK provides an advantage in securing initial employment compared to SMA, with SMK graduates entering the workforce earlier than their counterparts. Moreover, in terms of resilience during the pandemic, as evidenced by changes in income, SMK graduates exhibit greater resilience, with a higher likelihood of maintaining or even increasing their income compared to SMA graduates. These findings offer valuable implications for both theoretical understanding and practical considerations.

本研究旨在调查中等教育的不同阶段--即职业学校(Sekolah Menengah Kejuruan,SMK)和普通学校(Sekolah Menengah Atas,SMA)--与两个关键劳动力市场结果之间的关联:毕业生实现初次就业所需的时间和他们面对大流行病时的应变能力(以平均月收入的变化来衡量)。前者揭示了典型情况下的结果,而后者则对危机时期的结果提供了宝贵的见解。本研究以印度尼西亚为重点,采用赫克曼两步模型和普通最小二乘法(OLS)对第一种结果进行分析,并采用有序概率回归对第二种结果进行分析。研究采用的数据来自 2021 年全国劳动力调查(Survey Angkatan Kerja Nasional,SAKERNAS)。我们的研究结果表明,SMK 比 SMA 在确保初次就业方面更具优势,SMK 毕业生比同龄人更早进入劳动力市场。此外,在大流行病期间,从收入变化来看,SMK 毕业生表现出更强的应变能力,与 SMA 毕业生相比,他们保持甚至增加收入的可能性更高。这些发现为理论理解和实际考虑提供了宝贵的启示。
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引用次数: 0
Constructing and validating authentic assessments: the case of a new technology-based assessment of economic literacy 构建和验证真实评估:基于新技术的经济素养评估案例
IF 1.3 Q2 Social Sciences Pub Date : 2024-04-10 DOI: 10.1186/s40461-024-00158-0
Nina Charlotte Johanna Welsandt, Fabio Fortunati, Esther Winther, Hermann Josef Abs

Background

Authentic situations are considered a source of learning due to their real world relevance. This can encourage learners to acquire new knowledge. Increasing digitisation and associated resources, such as professional development opportunities for teachers, technology tools, or digital equipment for schools enable the development and implementation of authentic assessments. The basic academic principles for acquiring economic literacy are already provided in lower secondary school. This article examines, using the example of a new authentic technology-based assessment (TBA)—Economic Literacy—Assessing the Status Quo in Grade 8 (ECON 2022) -, the processes involved in constructing a TBA. The purpose is to develop a curricular valid measurement instrument for surveying the current state of economic literacy in the 8th grade of a German federal state. This study explores which economic competencies students—typically between 14 and 15 years of age—possess in Grade 8, and what level of competence can therefore be expected of them at the beginning of a vocational training programme. The assessment is geared toward the curriculum of the subject of economics and is based on a domain model. This article presents the background and construction process for the development of ECON 2022 as a TBA.

Methods

To check the validity of test construction with a focus on the implementation of the authentic assessment and an analysis of difficulty-generating characteristics, the ECON 2022 test items were validated with an expert survey (N = 25). The two-stage data analysis comprised a descriptive quantifying analysis of the rating from the difficulty-generating characteristics specificity, cognitive demand and modelling and the design criterion authenticity. A set of experts rated the criteria. The expert survey was then compared with a previously conducted rating by the research team. The analysis of free-text comments on individual items was carried out discursively and qualitatively by the research team. Both sources of information were used to adapt the test items to measured item difficulties from the field test. For this purpose, items of great difficulty were changed to slightly easier items. In this context, the paper focuses on two central research questions: - How does the authenticity of a test environment relate to difficulty-generating criteria at item level? - Does the authenticity of a test environment have an impact on test results?

Results

Results are as follows. (1) The ECON 2022 assessment offers an example of a test design in which the use of TBAs can support innovative and interactive item development. (2) Using the ECON 2022 assessment enabled the implementation of an assessment of economic literacy using authentic situations and the mapping of different facets of economic competence. (

背景由于真实情境与现实世界息息相关,因此被认为是学习的源泉。这可以鼓励学习者获取新知识。数字化和相关资源的不断增加,如为教师提供的专业发展机会、技术工具或为学校提供的数字设备,都有助于开发和实施真实的评估。初中阶段已经提供了获取经济素养的基本学术原则。本文以一个新的基于技术的真实评估(TBA)--八年级经济素养-现状评估(ECON 2022)--为例,探讨了构建一个基于技术的真实评估的过程。目的是开发一种课程有效的测量工具,用于调查德国联邦州八年级学生的经济素养现状。本研究探讨了八年级学生(通常为 14 至 15 岁)所具备的经济能力,以及在职业培训课程开始时可期待他们达到的能力水平。评估以经济学科的课程为导向,以领域模型为基础。本文介绍了《经济学2022》作为TBA的开发背景和构建过程。方法为了检查测试构建的有效性,重点关注真实评估的实施和难度产生特征的分析,《经济学2022》测试项目通过专家调查(N = 25)进行了验证。两阶段数据分析包括对难度产生特征的具体性、认知需求和建模以及设计标准的真实性进行描述性量化分析。一组专家对标准进行评分。然后将专家调查与研究小组之前进行的评级进行比较。研究小组对个别项目的自由文本评论进行了辨证和定性分析。这两种信息来源都被用来调整测试项目,以适应实地测试中测出的项目难度。为此,难度很大的题目被改成了稍微简单的题目。在这种情况下,本文重点讨论两个核心研究问题:- 测试环境的真实性与项目层面的难度产生标准有什么关系?- 考试环境的真实性是否会对考试结果产生影响?(1) ECON 2022 评估提供了一个使用 TBA 支持创新和互动项目开发的测试设计实例。(2)使用《经济学 2022》评估能够利用真实情境实施经济素养评估,并绘制经济能力的不同方面。(3) 验证研究表明,实际题目难度与测评的真实性没有显著相关性,因此真实性对题目难度没有影响。ECON 2022 使我们能够以高度的课程有效性和相关性来考察学校的经济素养,并分析学生在进入职业培训行业时应具备的能力和知识水平。
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引用次数: 0
Job and life satisfaction of apprentices: the effect of personality, social relations, and decent work 学徒的工作和生活满意度:个性、社会关系和体面工作的影响
IF 1.3 Q2 Social Sciences Pub Date : 2024-02-15 DOI: 10.1186/s40461-024-00157-1
Camilla Zambelli, Jenny Marcionetti, Jérôme Rossier

Based on the social cognitive model and on the psychology of working theory, this research aims to study the job and life satisfaction of apprentices, considering proactive personality, person-supervisor and person-group fit, occupational self-efficacy, and decent work as antecedents. The participants were 530 Swiss apprentices enrolled in a three-year VET program with the Federal VET Diploma. The results show that proactivity is directly linked with person-supervisor and person-group fit, occupational self-efficacy, and job and life satisfaction. Decent work is related positively with job satisfaction. Person-supervisor and person-group fit seem to directly influence occupational self-efficacy. Decent work, in turn, seems to mediate the relationship between person-supervisor and person-group fit and job satisfaction. In conclusion, this study suggests that encouraging apprentices’ proactivity, person-supervisor and person-group fit at work could be crucial to improving their perceptions of decent work and increasing their job and life satisfaction.

本研究以社会认知模型和工作心理学理论为基础,以学徒的工作和生活满意度为研究对象,将积极主动的个性、个人与主管和个人与团体的契合度、职业自我效能感和体面工作作为前因。研究对象是 530 名瑞士学徒,他们参加了为期三年的职业教育与培训项目,并获得了联邦职业教育与培训文凭。研究结果表明,积极主动与个人-主管和个人-团体契合度、职业自我效能感以及工作和生活满意度直接相关。体面工作与工作满意度呈正相关。人-主管和人-组契合度似乎直接影响职业自我效能感。而体面的工作似乎又是人-主管和人-组契合度与工作满意度之间关系的中介。总之,本研究表明,鼓励学徒在工作中积极主动、人-主管和人-组契合,对于改善他们对体面工作的看法、提高他们的工作和生活满意度至关重要。
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引用次数: 0
The role of confidence in the gaze bias effect among economics trainee teachers — results from a digital assessment of economic content knowledge 信心在经济学受训教师凝视偏差效应中的作用--经济学内容知识数字化评估的结果
IF 1.3 Q2 Social Sciences Pub Date : 2024-01-28 DOI: 10.1186/s40461-024-00156-2
Sebastian Brückner, Olga Zlatkin-Troitschanskaia

In the present study, we recorded the eye movements of 20 criterion-based selected trainee teachers in economics while they responded to 25 single choice (SC) items in an economic content knowledge (CK) test and rated their confidence for each response in a digital assessment. By using a multilevel modeling approach with crossed random effects, we confirmed prior findings from eye-tracking research on SC tests, which showed longer dwell time on the correct response options (attractor) and shorter dwell time on the distractors are positively linked to correct options. Furthermore, we identified an additional effect on dwell time on the attractor in a moderator model with participants who highly rated their confidence for correct response options. Thus, we identified a specific role of students’ confidence in their CK on the gaze bias effect. We interpret these results in terms of students’ actual understanding of test contents from assessments of their professional knowledge and draw implications for further research and teacher education.

在本研究中,我们记录了 20 名经过标准筛选的经济学见习教师在经济学内容知识(CK)测试中回答 25 个单项选择(SC)题目时的眼动情况,并在数字评估中对每次回答的置信度进行了评分。通过使用交叉随机效应的多层次建模方法,我们证实了之前对 SC 测试的眼动追踪研究结果,即在正确的回答选项(吸引子)上停留时间较长和在干扰项上停留时间较短与正确选项呈正相关。此外,我们还在一个调节模型中发现了吸引子停留时间对那些对正确答案选项有高度信心的参与者的额外影响。因此,我们确定了学生对自己 CK 的信心对注视偏差效应的特定作用。我们通过对学生专业知识的评估,从学生对测试内容的实际理解来解释这些结果,并为进一步的研究和教师教育提供启示。
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引用次数: 0
Structuring the complexity of drop-out from VET: a theoretical framework guiding empirical research perspectives 构建职业教育与培训辍学的复杂性:指导实证研究视角的理论框架
IF 1.3 Q2 Social Sciences Pub Date : 2024-01-06 DOI: 10.1186/s40461-023-00155-9

Abstract

After more than 50 years of research on drop-out from Vocational Education and Training (VET), databases provide vast amounts of drop-out studies from around the globe that entail hundreds of potential drop-out factors. However, many scholars tend to explore the topic without detailed and theoretically grounded foundation. Several diverging research foci exist within the research field of drop-out from VET: Studies differ with regard to the analysed phase of drop-out (development, decision-making, paths after dropping out), the applied sample perspective (learners, educators, further stakeholders), and the overall research perspective that is applied based on a specific theoretical approach. Given the range of drop-out factors, stakeholders, and possible theoretical approaches within studies, this article aims at organising the research on the multi-facetted phenomenon for future endeavours by presenting a framework model that comprises a three-step recommendation: First, the model illustrates different phases (Development-, Decision-, Adjustment-Phase) of drop-out research that should be differentiated. Second, it is argued that the chosen sample perspective is highly relevant for drop-out research and must be chosen carefully. Third, the overarching disciplinary research perspectives on drop-out from VET, which scholars may adopt within their research, entail particular relevant variables and focal points and should therefore be discussed. Four examples of research perspectives (economical, psychological, sociological, pedagogical) are briefly presented, structured on a micro-, meso- and macro-level, to exemplify different theoretical accesses to drop-out research. Throughout the article, the novel organisation framework is explained and exemplified by illustrating relevant aspects of each research area and exemplary literature. The presented framework will help organising the research field and enable scholars to delimit their work more precisely, leading to a more traceable structure of further research efforts and more significant contributions to the state of knowledge.

摘要 经过 50 多年对职业教育与培训(VET)辍学问题的研究,数据库提供了全球各地大量的辍学研究报告,其中包含数百种潜在的辍学因素。然而,许多学者在探讨这一问题时往往缺乏详细的理论依据。在职业教育与培训辍学研究领域,存在着几个不同的研究重点:这些研究在辍学的分析阶段(发展、决策、辍学后的道路)、应用样本视角(学习者、教育者、其他利益相关者)以及基于特定理论方法的整体研究视角方面各不相同。考虑到辍学因素、利益相关者和研究中可能采用的理论方法的范围,本文旨在通过提出一个包含三步建议的框架模型,组织对这一多层面现象的研究,以利于今后的工作:首先,该模型说明了辍学研究应区分的不同阶段(发展阶段、决策阶段、调整阶段)。第二,论证了所选样本视角与辍学研究高度相关,必须谨慎选择。第三,学者们在其研究中可能采用的关于职业教育与培训辍学的总体学科研究视角涉及特定的相关变量和焦点,因此应加以讨论。本文简要介绍了四种研究视角(经济学视角、心理学视角、社会学视角、教育学视角),分别从微观、中观和宏观层面展开,以说明辍学研究的不同理论切入点。文章通篇通过说明每个研究领域的相关方面和典范文献来解释和示范新颖的组织框架。所提出的框架将有助于组织研究领域,使学者们能够更精确地划分他们的工作,从而使进一步的研究工作结构更有迹可循,并对知识状况做出更重要的贡献。
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引用次数: 0
Digital measurement of hands-on performance? Ecological validation of a computer-based assessment of automotive repair skills 动手能力的数字化测量?基于计算机的汽车修理技能评估的生态验证
IF 1.3 Q2 Social Sciences Pub Date : 2023-12-06 DOI: 10.1186/s40461-023-00153-x
Stefan Hartmann, Emre Güzel, Tobias Gschwendtner

We investigated the ecological validity of performance measures from a computer-based assessment tool that utilises scripted video vignettes. The intended purpose of this tool is to assess the maintenance and repair skills of automotive technician apprentices, complementing traditional hands-on assessment formats from the German journeymen’s exams. We hypothesise that the ability to correctly judge repair actions shown in videos is a good predictor of the ability to perform corresponding actions in hands-on scenarios. Apprentices in the third year of vocational training carried out repairs on real cars or car systems, while experts rated their performance. After this, they worked on our computer-based tests, which utilise videos of very similar repairs. The correlation between video judgement and hands-on performance was lower than expected for most repair actions as well as for overall scores, indicating insufficient ecological validity of the test score interpretations. However, the findings are promising for developing future tests, as the results for some repair actions indicate it is generally possible to develop ecologically valid video-based items focusing on hands-on skills. We discuss the results in the light of a validation framework that combines validity evidence from different sources for the same assessment tool. Finally, we hope our findings contribute to a broader discussion about the psychometric quality of exams.

我们调查了利用脚本视频片段的基于计算机的评估工具的绩效措施的生态有效性。该工具的预期目的是评估汽车技师学徒的维护和修理技能,补充德国熟练工人考试中传统的动手评估形式。我们假设正确判断视频中显示的修复动作的能力可以很好地预测在实际操作场景中执行相应动作的能力。在职业培训的第三年,学徒们对真正的汽车或汽车系统进行维修,而专家则对他们的表现进行评估。在这之后,他们进行了基于计算机的测试,使用了非常相似的修理视频。视频判断与动手表现之间的相关性低于大多数修复行动以及总体分数的预期,表明测试分数解释的生态效度不足。然而,这些发现对于开发未来的测试是有希望的,因为一些修复动作的结果表明,通常有可能开发出生态有效的基于视频的项目,重点是实践技能。我们根据验证框架来讨论结果,该框架结合了来自不同来源的有效性证据,用于同一评估工具。最后,我们希望我们的发现有助于对考试的心理测量质量进行更广泛的讨论。
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引用次数: 0
What does my appearance have to do with my job? Vocational students on the sexual harassment from guests in the hospitality industry 我的外表与我的工作有什么关系?职业院校学生谈酒店业客人性骚扰问题
IF 1.3 Q2 Social Sciences Pub Date : 2023-11-25 DOI: 10.1186/s40461-023-00154-w
Maria Hedlin, Eva Klope
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引用次数: 0
Dropout predictors in the academic fields of economics and engineering in cooperative education: an observation of the first academic year using cox regression 合作教育中经济学和工程学学术领域的退学预测因素:使用cox回归对第一学年的观察
Q2 Social Sciences Pub Date : 2023-10-27 DOI: 10.1186/s40461-023-00152-y
Steffen Wild, Sebastian Rahn, Thomas Meyer
Abstract Cooperative education programs are usually based on a partnership between companies and universities. Dropouts have a particular impact here, for example the loss of junior staff in the companies. Most dropouts in cooperative education occur in the first academic year. In this multicausal dropout process, the influence of the cooperation partner is less pronounced in research. Consequently, we shed light on perspectives of organizational commitment to the company and motivational aspects in the academic fields of economics and engineering. We analyze collected data using a cross-sectional study design and estimated cox regression analysis on 2263 first-year students at Baden-Wuerttemberg Cooperative State University (DHBW) in Germany with 149 dropouts. Our analysis presents associations between affective commitment to the company, relatedness and competence at the university, and demographic and performance control variables with dropping out. Findings are contextualized within the current state of research. Practical implications are discussed in our study.
合作教育项目通常建立在公司和大学之间的伙伴关系的基础上。在这里,辍学生的影响特别大,比如公司中初级员工的流失。大多数合作教育的辍学发生在第一学年。在这种多因果退出过程中,合作伙伴在研究中的影响不太明显。因此,我们在经济学和工程学的学术领域阐明了对公司的组织承诺和动机方面的观点。我们采用横断面研究设计对收集到的数据进行分析,并对德国巴登-符腾堡合作州立大学(DHBW)的2263名一年级学生进行估计cox回归分析,其中包括149名辍学生。我们的分析显示了对公司的情感承诺、在大学的关系和能力、人口统计学和绩效控制变量与辍学之间的关联。研究结果是在当前研究状态的背景下进行的。在我们的研究中讨论了实际意义。
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引用次数: 0
Learning analytics to explore the motivational profiles of non-traditional practical nurse students: a mixed-methods approach 学习分析以探索非传统实用护士学生的动机概况:混合方法方法
Q2 Social Sciences Pub Date : 2023-10-21 DOI: 10.1186/s40461-023-00150-0
Riina Kleimola, Sonsoles López-Pernas, Sanna Väisänen, Mohammed Saqr, Erkko Sointu, Laura Hirsto
Abstract Learning analytics provides a novel means to examine various aspects of students’ learning and to support them in their individual endeavors. The purpose of this study was to explore the potential of learning analytics to provide insights into non-traditional, vocational practical nurse students’ (N = 132) motivational profiles for choosing their studies, using a mixed-methods approach. Non-traditional students were somewhat older learners than those following a more straightforward educational pathway and had diverse educational or professional backgrounds. Institutional admission data and analytics were used to identify their specific study motives and distinct motivational profiles, and to illustrate the connections between the motives emerging in the motivational profiles. Furthermore, the association between the motivational profiles and study performance was examined. The results of qualitative content analysis indicated that non-traditional practical nurse students pursued such specialized training for various reasons, and that pragmatic, professional rationales were emphasized over prosocial, altruistic factors. Through the adoption of person-centered latent class analysis, three motivational profiles were identified: self-aware goal-achievers, qualification attainers, and widely oriented humanitarians. Additionally, the analyses of epistemic networks for the profiles showed the complex interplay between the motives, confirming that some motive connections appear to be more prominent than others. Moreover, the findings indicated that study motives reported at admission did not seem to dictate students’ later study performance, as no statistically significant associations were found between the motivational profile and the students’ final grade point average or study dropout. This investigation paves the way for more-targeted motivational support and the use of learning analytics in the context of vocational education and training.
学习分析提供了一种新颖的方法来检查学生学习的各个方面,并支持他们的个人努力。本研究的目的是探索学习分析的潜力,以提供对非传统、职业实习护士学生(N = 132)选择学习的动机概况的见解,采用混合方法。非传统学生比那些遵循更直接的教育途径的学生年龄稍大,并且具有不同的教育或专业背景。利用院校录取数据和分析来确定他们的具体学习动机和不同的动机概况,并说明动机概况中出现的动机之间的联系。此外,我们也检视了动机档案与学习表现之间的关系。质性内容分析结果显示,非传统护理专业学生进行专业培训的原因多种多样,注重实用主义、专业主义的因素多于亲社会、利他主义的因素。通过采用以人为中心的潜在阶层分析,我们确定了三种动机特征:自我意识的目标完成者、资格获得者和广泛导向的人道主义者。此外,对档案的认知网络分析显示动机之间复杂的相互作用,证实了一些动机联系似乎比其他动机更突出。此外,研究结果表明,入学时报告的学习动机似乎并没有决定学生后来的学习表现,因为动机概况与学生最终的平均成绩或退学之间没有统计学上显著的关联。本研究为更有针对性的动机支持和在职业教育和培训的背景下使用学习分析铺平了道路。
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引用次数: 0
Figurant types in scenario-based exercises 情景练习中的人物类型
Q2 Social Sciences Pub Date : 2023-09-22 DOI: 10.1186/s40461-023-00149-7
Cecilia Jonsson, Susanna Lif
Abstract Scenario-based exercises employing figurants are frequently used in vocational education worldwide. The purpose of these exercises is to help the students develop practical knowledge and skills on their way to becoming professional practitioners. While previous research often concentrates on the exercises’ design, level of realism and complexity, there is a knowledge gap regarding the use of figurants, not least when it comes to advantages and disadvantages with different figurant types. The aim of this study is to investigate how, why and in what type of exercises figurants are used in Swedish police education. The empirical material derives from interviews with teachers, students, and figurants from five Swedish police education programmes, focusing on the interviewees’ experience of the use of internal, external, and semi-external figurants in distinctive exercises. The three figurant types were attributed specific effects on the implementation of exercises and were perceived as having different advantages and disadvantages depending on the purpose of each exercise, the impact being particularly noticeable in relation to levels of realism, permissive environments, the counterpart perspective, safety concerns, feedback, and simulation competence. The choice of figurant type has an equally important impact on the outcome of the scenarios as other factors, and there is a need for more research on the use of figurants in relation to student learning.
摘要:在世界范围内的职业教育中,经常使用基于场景的人物练习。这些练习的目的是帮助学生在成为专业从业者的道路上发展实用知识和技能。虽然以前的研究通常集中在练习的设计、现实主义水平和复杂性上,但关于比喻的使用,尤其是在不同比喻类型的利弊方面,存在知识差距。本研究的目的是调查如何,为什么和在什么类型的演习人物是在瑞典警察教育中使用。经验材料来自对五个瑞典警察教育项目的教师、学生和人物的采访,重点关注受访者在独特练习中使用内部、外部和半外部人物的经验。这三种形象类型对练习的实施有特定的影响,并且根据每个练习的目的被认为具有不同的优点和缺点,其影响在现实主义水平、允许的环境、对应的视角、安全问题、反馈和模拟能力方面尤为明显。比喻类型的选择对情景结果的影响与其他因素一样重要,需要对比喻使用与学生学习的关系进行更多的研究。
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引用次数: 0
期刊
Empirical Research in Vocational Education and Training
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