Investigating the simulation elements of environment and control: Extending the Uncanny Valley Theory to simulations

Abstract

Recent technological advancements have enabled the widespread application of simulations in organizations, particularly for training contexts. Two important simulation elements, environment and control, have often been shown to improve trainee outcomes. I argue that environment and control are reliant on each other, and their combined effects are explained by extending the Uncanny Valley Theory. The Uncanny Valley Theory proposes that individuals are comfortable with experiences that are very dissimilar or similar to reality, but are uncomfortable with experiences that fall between these conditions. In simulations, perceptions of realism are created through observations (environment) and interactions (control). Users are comfortable with experiences when these elements are in agreement; however, an Uncanny Valley effect may occur when these elements are in disagreement. In the current article, two studies analyze the realism of environment and control in predicting trainee reactions and learning outcomes. Both studies support the extension of the Uncanny Valley Theory to simulations. Simulations with only “low” or only “high” environment and control produce the greatest outcomes, and those with mixed “low” and “high” elements produce the worst outcomes; however, trainees did not differ in reactions to the simulations, indicating that the Uncanny Valley phenomenon in simulations may operate subconsciously.