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Virtual police cases: impact on performance in practical scenario training
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
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2015 (Engelska)Ingår i: ICERI 2015: 8th International Conference of Education, Research and Innovation / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, 2015, s. 3970-3975Konferensbidrag, Publicerat paper (Refereegranskat)
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Abstract [en]

This study compares the influence of two learning conditions - a virtual police case and conventional teacher led lesson - that prepare police students for a practical scenario training. The study focused on how the students' experience the different learning conditions and a) how they prepare them for the scenario training and b) how they influence their task completion in the practical scenarios. The sample consisted of 66 participants and used a comparative group design with 35 participants assigned to a virtual case training group (VCASE) and 31 participants to a conventional-training group (CON) with 5-6 students in each group. The VCASE group worked two hours with a virtual police case to perform two exercises. The CON group had a two hour teacher led lesson with the same content. This was followed by practical scenario training. A questionnaire was used to collect the students' experiences of both the preparation and practical scenario training. A blind expert assessment, carried out by police officers, was used to collect the students' performance in the practical scenario training. The results showed that a majority of the students in both groups believed that the task they did before the practical training was meaningful and motivating. However, the results showed (independent t-test) that the VCASE group in significantly higher extent thought that the preparation helped them when they conducted the practical training (e.g. confident how to act, sufficient knowledge to solve the situation and a feeling of being sufficiently prepared). The expert assessment of a stolen car incident during practical training showed (independent t-test) that the VCASE group performed better according to three out of five base tactics measurements. To conclude, the different learning conditions produced different results with respect to how they prepared for practical scenario training.

Ort, förlag, år, upplaga, sidor
2015. s. 3970-3975
Serie
ICERI Proceedings, ISSN 2340-1095
Nyckelord [en]
Vocational Education and Training, Higher Education, Pedagogy, Virtual Case, Computer based aining, Scenario training
Nationell ämneskategori
Pedagogik
Identifikatorer
URN: urn:nbn:se:umu:diva-124210ISI: 000377304004010ISBN: 978-84-608-2657-6 (tryckt)OAI: oai:DiVA.org:umu-124210DiVA, id: diva2:950607
Konferens
8th International Conference of Education, Research and Innovation (ICERI), NOV 16-20, 2015, Seville, SPAIN
Tillgänglig från: 2016-08-01 Skapad: 2016-07-28 Senast uppdaterad: 2018-06-07Bibliografiskt granskad

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Söderström, TorLindgren, CarinaSjöberg, DavidSöderlund, RogerÅström, ElisabethWiding, Mats

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Söderström, TorLindgren, CarinaSjöberg, DavidSöderlund, RogerÅström, ElisabethWiding, Mats
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Pedagogiska institutionenEnheten för polisutbildning vid Umeå universitet
Pedagogik

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