Use of technology
Advances in technology have undoubtedly accelerated the use of simulations for selection, improved their measurement properties, increased applicant reactions and changed the way they are administered and scored. This trend will continue and we are likely to see increases in simulation use and the development of novel assessment types. However, because of the speed of technology development, research has not been able to keep pace. There is a lack of research related to advanced simulations (Handler, 2013). In addition to the areas previously noted in this chapter (e.g., the impact of fidelity on validity, the potential for construct irrelevant variance, construct validity), this presents an exciting and unprecedented opportunity for research to expand our understanding of simulations in a number of areas. For example, continued research is needed on generational differences. Millennials who grew up relying on technology and social networking may react more favourably to a multimedia simulation. In fact, there is evidence indicating younger workers preferred the use of 3D media over other formats (Tuzinski, Drew, Bruk-Lee & Fetzer, 2012). Similarly, generational research is needed that examines how preferences and performance are related to the technology used for simulation delivery. As this field expands, it will be important for research to try to stay in stride with application.