Salience and Authenticity in Designing Simulation-Based Learning Environments in Higher Education: A Meta-Analysis

• In Event: Affordances of Context-Rich Learning Environments

Abstract

This meta-analysis builds on and extends the previous meta-analysis on simulation-based learning in higher education (Chernikova et al., 2020) by summarizing the findings of 74 further empirical studies. The main focus of this meta-analysis was to investigate the moderating role of prior knowledge and design features, namely (1) authenticity of simulated scenarios and (2) salience of relevant information on the effectiveness of simulations in facilitating complex skills in higher education. The analysis identified that both design features contribute significantly to explaining the variation in the effectiveness of simulation-based learning environments. We conclude that both authenticity and salience can be considered important features in creating effective simulation-based learning environments to meet the needs of learners with different levels of prior knowledge.

Authors

• Olga Chernikova, Ludwig Maximilian University Munich
  Presenting Author

• Matthias Stadler
  Non-Presenting Author

• Nicole Heitzmann, University of Munich
  Non-Presenting Author

• Doris Holzberger, Goethe University
  Non-Presenting Author

• Tina Seidel, Technical University of Munich
  Non-Presenting Author

• Frank Fischer, Ludwig-Maximilians-Universität München
  Non-Presenting Author