Decontextualization Effect in Simulation Training for Transverse Professional Practices

Abstract

Whereas full scale simulators operated for contextualized simulated training sessions are widely used for occupational training, studies undertaken regarding virtual applications have shown that decontextualized simulated situations could be used as a relevant lever to help trainees improving professional skills. This was here quantified and analyzed through three different experimental conditions (two included virtual training, contextualized and decontextualized) summoning N=33 experienced workers. A pre-analysis for experiment design helped us to define necessary features for decontextualized design with the objective of successful occupational training. Analysis of the benefits induced by each experimental condition was undertaken through comparative assessment of trainees’ performance after training. Results showed that, when respecting aforementioned specified features for experienced workers, decontextualized simulation training could significantly increase performance compared to contextualized training. This phenomenon was discussed both from the psychological and neurophysiologic standpoints.