Impact of modern simulators on the development of teamwork skills: coordinated action and communication

1

Abstract

The article presents a review of a number of modern foreign studies of simulators and their role in the development of teamwork skills. The analysis of some trending learning theories and methodologies, which are used by both national and foreign researchers in the implementation of training programs on simulators of professional activity is carried out. The results of studies demonstrating the influence of computer simulators on the development of teamwork skills, including aspects of coordinated actions and effective communication are presented. Various methods and means used by foreign researchers to improve the effectiveness of simulation-based training are described. The importance of using simulation-based training in various professional fields, such as medicine, aviation, space programs and information technology, to ensure a high level of training of specialists is substantiated. It is shown that modern simulation-based simulators offer training methods that are maximally close to real professional activity, which contributes to the formation of highly qualified specialists in professional fields that require high development of teamwork skills.

General Information

Keywords: simulation training, group training, professional activity simulator, teamwork, communication

Journal rubric: Social Psychology

Article type: review article

DOI: https://doi.org/10.17759/jmfp.2024130212

Funding. The reported study was funded by the Ministry of Education of the Russian Federation, State Assignment number 073-00037-24-02.

Received: 11.04.2024

Accepted:

For citation: Ermakov S.S., Savenkov E.A., Katyshev D.A. Impact of modern simulators on the development of teamwork skills: coordinated action and communication [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2024. Vol. 13, no. 2, pp. 131–141. DOI: 10.17759/jmfp.2024130212. (In Russ., аbstr. in Engl.)

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Information About the Authors

Sergey S. Ermakov, PhD in Psychology, Senior Researcher of the Laboratory "Information Technologies for Psychological Diagnostics" Associate Professor of the Department of "Age Psychology named after Professor L.F.Obukhova" of the Faculty of "Psychology of Education", Associate Professor of the Department of "Applied Mathematics" of the Faculty of "Information Technology"., Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-4330-2618, e-mail: ermakovss@mgppu.ru

Egor A. Savenkov, Junior Researcher, Laboratory "Information Technologies for Psychological Diagnostics", Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0009-0009-8510-0468, e-mail: easavenkov42@gmail.com

Dmitriy A. Katyshev, Junior Researcher, Laboratory "Information Technologies for Psychological Diagnostics", Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0009-0002-7900-6431, e-mail: katyshevda@mgppu.ru

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