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.
Highlights
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
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
In a previous meta-analysis, it has been found that the effects of instruction across domains of medical and teacher education have similar magnitude for a certain set of skills related to diagnosing; the effects increase in magnitude with the proper use of scaffolding (Chernikova et al, 2019)
Summary
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. The present metaanalysis focuses on higher education and, on fields that strongly rely on interaction with other people at different levels (physical, cognitive, social, etc.)—for example, medicine, nursing, psychological counseling, management, teacher education, particular areas of engineering, and economics Regarding this area of interest, little is known about for whom simulations are helpful, what scenarios are effective, and what additional instructional support makes them effective for learners with different learning prerequisites. Synthesized results on the role of different features of simulations (e.g., duration, technology use) and instructional support (e.g., scaffolding) are lacking, especially with regard to effective support for learners with different levels of prior knowledge This meta-analysis summarizes the effects of scaffolding and technology use in simulation-based learning environments on facilitating a range of complex skills across domains (e.g., medical and teacher education, psychological counseling, care). Problem solving, communication, and collaboration seem to be the most relevant skills that students should acquire during their education in addition to domain-specific knowledge and skills to be able to make professional decisions and implement solutions
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