Review of Educational Research · 2020 · 985 citations · 146 references
EducationEducational TechnologyHigher EducationInstruction In Higher EducationInstructional DesignPedagogyInstructional StrategiesInteractive Learning EnvironmentsReflective PracticeSimulation-based InstructionSimulation-based LearningStudent ReflectionComplex SkillsPrior Knowledge ScaffoldingPrior Related KnowledgeSimulation EffectivenessSimulation For Skill AcquisitionSimulations For LearningSimulations In InstructionSkills Practice
Simulation-based learning enables higher‑education students to practice complex skills and apply varied scaffolding to enhance learning. The study examines the effectiveness of various scaffolding types and technologies in simulation-based learning across 145 empirical studies. The authors conducted a meta‑analysis of 145 empirical studies to assess how different scaffolding and technology influence learning outcomes. The meta‑analysis found a large overall effect (g = 0.85) of simulations, with technology and scaffolding positively influencing learning, learners with high prior knowledge benefited most from reflection, while those with low prior knowledge gained from examples, and the effects were consistent across domains such as medical, teacher, and management education.
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.
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John Hattie, Helen Timperley · Review of Educational Research · 2007 · 12.1K citations · Full text
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