The Relationships Among Simulation-Based Learning, Creativity, and the Learning Approach in Higher Education

Abstract

Simulation-based learning is a kind of discovery learning, and it is related to the learning experiences from applying concepts and practical skills through electronic or artificial environments. The success of immersive simulation in science and collaboration has mainly been measured using self-efficacy in past studies. The pedagogical effects of and creativity in simulation-based learning remain unexplored. This chapter covers a cross-sectional study of 559 undergraduate students across various academic disciplines who received a discovery-enriched curriculum at a university in Hong Kong. The learning outcomes included creative self-efficacy, creative axioms, creative potential, and learning approaches. The results showed that the students who received more experiences in simulation-based learning had a higher level of creative self-efficacy. Second, the results suggested that simulation-based learning is also related to deep learning, namely higher-order learning, integrative learning, and reflective learning. Third, the results revealed that simulation-based learning is positively correlated with discovery learning, for example, incidental learning and learning by exploring. The implications are also discussed.