Understanding, measuring and improving simulation-based learning in higher education: Student and teacher learning perspectives

Abstract

This paper contains a critical discussion of the special issue in Learning and Instruction on advances in simulation-based learning (SBL) in higher education. The discussion is organized around the following themes: usefulness of simulations; theoretical framework; tasks used and performance criteria; validity of strategy indicators; duration of tasks and interventions; self-regulated learning; learning-focus vs performance-focus; from correlates of performance to effectiveness of scaffolds; scaffolding and adaptive feedback; comparing different kinds of prompts and feedback; role of prior knowledge; generalizability to other domains; and extent to which the aims have been met. It is concluded that altogether this special issue is an important step forward in research on simulation-based learning. Directions for future research are given in terms of duration of the interventions, nature of the outcome measures, validity of strategy indicators, and translation of descriptive findings into prescriptive design principles.