Simulation-Based Learning in Higher Education: A Meta-Analysis

Autor/inn/en	Chernikova, Olga; Heitzmann, Nicole; Stadler, Matthias; Holzberger, Doris; Seidel, Tina; Fischer, Frank
Titel	Simulation-Based Learning in Higher Education: A Meta-Analysis
Quelle	In: Review of Educational Research, 90 (2020) 4, S.499-541 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holzberger, Doris) ORCID (Seidel, Tina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654320933544
Schlagwörter	Simulation; Higher Education; Instructional Effectiveness; Scaffolding (Teaching Technique); Educational Research; Simulated Environment; Technology Integration; Prior Learning; Reflection; Skill Development; Difficulty Level; Generalization; Authentic Learning; Problem Solving; Medical Education; Teacher Education; Demonstrations (Educational) + Suchen Sie Ihr Suchwort? Simulation program; Simulationsprogramm; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Bildungsforschung; Pädagogische Forschung; Künstliche Umwelt; Vorkenntnisse; Kompetenzentwicklung; Qualifikationsentwicklung; Schwierigkeitsgrad; Problemlösen; Medizinische Ausbildung; Lehrerausbildung; Lehrerbildung; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht
Abstract	Simulation-based learning offers a wide range of opportunities to practice complex skills in higher education and to implement different types of scaffolding to facilitate effective learning. This meta-analysis includes 145 empirical studies and investigates the effectiveness of different scaffolding types and technology in simulation-based learning environments to facilitate complex skills. The simulations had a large positive overall effect: g = 0.85, SE = 0.08; CIs [0.69, 1.02]. Technology use and scaffolding had positive effects on learning. Learners with high prior knowledge benefited more from reflection phases; learners with low prior knowledge learned better when supported by examples. Findings were robust across different higher education domains (e.g., medical and teacher education, management). We conclude that (1) simulations are among the most effective means to facilitate learning of complex skills across domains and (2) different scaffolding types can facilitate simulation-based learning during different phases of the development of knowledge and skills. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01