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Category: Project

Description: Simulation-based nursing education is both cost-effective and advantageous for student learning, but nursing instructors often lack reliable information about students’ simulation performance and students often need additional support linking their experiences with relevant domain knowledge. Verbal post-simulation debriefing sessions help address these needs, but although they are beneficial, these discussions do not ensure the opportunity for instructors or students to thoroughly reflect on simulation performances and track students’ actions in-depth, and they offer only limited insights into the rich cognitive processes that occur during simulations. We created an intensive, personalized reflection procedure that allows students to comprehensively review egocentric eye-tracking-enhanced video by segmenting their experience, classifying each event that occurred during the simulation, and providing ratings of key learning-relevant cognitions during each event. This review process leverages the memory-enhancing effects of event perception to support key self-regulated learning processes. In addition, the review process makes systematic and complete records of student actions available to simulation instructors, and it offers the opportunity to observe crucial linkages between learning analytics and student cognitions that may serve as a basis for improving learning from simulations. Through this review process, we obtained subject-level and event-level student data. We are interested in investigating the effectiveness of this reflection experience and we are interested in unique relationships that can be revealed between students eye-movements during simulation performances and their various event-level classifications. Uncovering these relationships and patterns can help us better characterize students experiences and reveal qualities of high and low performing students.