Expanding model transparency and learning potential through structural and behavioural debriefings

Simulation‐based learning environments have been recommended by researchers as educational tools to support learning in complex domains. However, studies have evidenced that subjects may nevertheless have great difficulty understanding and managing dynamic systems, with several assertions are being made regarding the impact of employing transparent model simulations on learning and performance outcomes. This research, therefore, examines the moderating impacts of structural and behavioural debriefings, which are concentrated respectively on critical variables and relations, and on the connection between model structure, action patterns and system behaviour. We propose a series of hypotheses regarding the impact of model transparency and prior debriefing conditions on participants' performance and their comprehension of the system dynamics. Three out of the six hypotheses were validated: prior structural debriefing alongside model transparency positively impacts performance; prior behavioural debriefing, when combined with model transparency and prior structural debriefing, positively impacts both the comprehension of model dynamics and performance.