Abstract
ABSTRACT Increasing research indicates the effectiveness of simulation-based learning as a means of socio-emotional learning (SEL). Traditionally, simulations are conducted face-to-face (FTF) with a live actor in the role of the ‘other’. The outbreak of COVID-19 led to the shifting of simulations to online settings. To explore the differences between FTF and online conditions, questionnaires were administered to 49 FTF participants, 87 online participants, and 50 control participants; 11 participants who experienced both experimental conditions were interviewed. Results revealed that online simulations contributed to similar SEL growth as FTF. Interviews highlighted differences in the subjective experience of FTF and online participants.
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