The Moderating Effect of Individual Differences on the Effectiveness of Simulation-Based Training

Simulation-Based Training (SBT) is considered a valuable methodology for management education. However, the literature is unclear as to why some trainees benefit from SBT more than others. To address this gap, we conducted three studies involving area experts and graduate management students with a range of individual differences in the US and Australia, using a pre/post-test experimental design. The results suggest that SBT: (1) enhances trainees declarative knowledge only in cases of successful performance in the simulation, and an appropriate gap (discussed in the paper) between the trainees prior knowledge and the challenges presented by the simulator, and (2) energizes trainees learning processes only in cases of success in the simulation, high prior knowledge level, and positive prior attitude towards SBT. These findings advance existing theory by revealing the boundaries of SBT effectiveness, and identifying individual differences that, if taken into account, may improve its value. Practical implications suggest that SBT designers should integrate various levels of difficulty into the design and lecturers ensure that trainees possess the required theoretical knowledge before the SBT session.