Video Game Self-efficacy and its Effect on Training Performance

Serious games serve as highly effective training instruments that leverage experiential, active, and situated learning to outperform traditional text-based instructional methods. By providing authentic, risk-free environments, these simulations allow trainees to engage with complex tasks in a manner that mirrors real-world demands. The primary thesis posits that training efficacy is significantly moderated by psychological factors, specifically video game self-efficacy, trainee expectations, and the ability of the medium to induce states of flow and sustained engagement.

Empirical testing involving the simulation of Improvised Explosive Device (IED) neutralization demonstrates that game-based training leads to superior task performance compared to conventional text-based approaches. Participants utilizing game-based platforms consistently spent more time interacting with training materials, a behavior that directly correlates with higher proficiency scores. While both methods appear equally effective for the acquisition of long-term declarative knowledge, the interactive nature of games provides a distinct advantage in maintaining and executing critical procedural skills.

Video game self-efficacy acts as a vital moderator in the relationship between training exposure and performance outcomes. Consequently, professional and military training programs should prioritize the development of trainee confidence to maximize the benefits of simulation-based learning. Although limitations regarding sample sizes and environmental variables persist, the findings confirm that serious games offer a robust framework for professional development. By fostering intrinsic motivation through immersive design, these tools represent a significant advancement in instructional technology, particularly for high-stakes environments where hands-on practice is essential for operational success.