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|Title:||Effects of the Prior Knowledge and Scaffolding in Facilitating Complex Skills through Simulations: A Meta-Analysis|
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Chernikova, O., Heitzmann, N., Stadler, M., Seidel, T., & Fischer, F. (2020). Effects of the Prior Knowledge and Scaffolding in Facilitating Complex Skills through Simulations: A Meta-Analysis. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2355-2356). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Simulation-based learning offers a wide range of opportunities to practice complex skills in higher education. This meta-analysis investigates the effectiveness of different scaffolding types to foster complex skills through simulations by analyzing 145 empirical studies with total sample of 10532 participants. We conclude that simulations provide effective means to facilitate learning of complex skills and different scaffolding types can effectively facilitate learning in different phases of skill development.|
|Appears in Collections:||ICLS 2020|
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