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Cited by 165Outdoor and Experiential EducationAdventure Sports and Sensation SeekingRecreation, Leisure, Wilderness Management

Comfort Zone: Model or metaphor?

Open access
Brown, Mike·2008·Journal of Outdoor and Environmental Education
DOI 10.1007/bf03401019
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Crossref · 10.1007/bf03401019

Cites

43 of 43 references verified0 citation errors · 0 not checkable

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  • Simulations conducted on one's smartphone or laptop allow for learning in a mentally safe state, potentially resulting in effortless learning within the comfort zone of students, thereby diminishing its effectiveness.

    “Unlike traditional simulation education with human-simulated patients, simulations conducted on one’s smartphone or laptop allow for learning in a mentally safe state, potentially resulting in effortless learning within the comfort zone of students, thereby diminishing its effectiveness [24].”

    From Enhancing Medical Interview Skills Through AI-Simulated Patient Interactions: Nonrandomized Controlled Trial (2024) · cites this paper as [24]

    The Conclusion (page unavailable) says learning can occur without a strong perception of risk and cautions against treating movement outside the comfort zone as necessary for learning. The paper does not assess smartphone or laptop simulations, but its position contradicts the attributed premise that mentally safe learning is less effective because students remain in their comfort zone. (LLM, conf=0.87)

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Cites

Flagged first, then by citations

5 of the 48 references couldn’t be matched to a known paper.

Research works printed but not linked: 4

  1. Brookes, A. (2003a). Character building. Why it doesn't happen, why it can't be made to happen, and why the myth of character building is hurting the field of outdoor education. In 13th National Outdoor Education Conference Proceedings (pp. 19-24). Adelaide, South Australia: Outdoor Educators Association of South Australia.
  2. Gleitman, H. (1986). Psychology (2nd ed.). New York: W.W.Norton.
  3. Piaget, J. (1980). Adaptation and intelligence (G. Eames, Trans.). Chicago: University of Chicago Press.
  4. Zink, R., & Leberman, S. (2003). Risking a debate-redefining risk and risk management: A New Zealand study. New Zealand Journal of Outdoor Education: Ko Tane Mahuta Pupuke, 1(2), 63-76.

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Authors
Brown, M.
Affiliations
University of Waikato (NZ)
Corresponding author
Brown, Mike
ORCID
Brown, Mike
Venue
Journal of Outdoor and Environmental Education
Publisher
Springer Science and Business Media LLC
Published
2008-04
Volume
12
Issue
1
Pages
3-12
ISSN
  • 1324-1486 (ISSN-L)
  • 2206-3110
  • 2522-879X
DOI
10.1007/bf03401019
OpenAlex
W2168645301
Cited by
165
References
48
Citations by year
2026: 6 · 2025: 10 · 2024: 10 · 2023: 19 · 2022: 9 · 2021: 10 · 2020: 11 · 2019: 15 · 2018: 4 · 2017: 10 · 2016: 17 · 2015: 15 · 2014: 8 · 2013: 5 · 2012: 9
FWCI
3.12
Type
journal article
Language
en
Open access
Licence
www.springer.com/tdm (unspecified)
Locations
  • Journal of Outdoor and Environmental Education (publishedVersion)
  • Research Commons (University of Waikato) (submittedVersion)
Topics
  • Social Sciences › Psychology › Social Psychology › Outdoor and Experiential Education
  • Social Sciences › Psychology › Social Psychology › Adventure Sports and Sensation Seeking
  • Social Sciences › Psychology › Social Psychology › Recreation, Leisure, Wilderness Management
Keywords
adventure education, risk, cognitive dissonance, Piaget, Festinger, disequilibrium, metaphor, personal growth, ropes course, rock climbing

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