Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6557
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dc.contributor.authorChernikova, Olga
dc.contributor.authorHeitzmann, Nicole
dc.contributor.authorStadler, Matthias
dc.contributor.authorSeidel, Tina
dc.contributor.authorFischer, Frank
dc.date.accessioned2020-07-08T23:53:49Z
dc.date.accessioned2020-07-09T04:30:27Z-
dc.date.available2020-07-08T23:53:49Z
dc.date.available2020-07-09T04:30:27Z-
dc.date.issued2020-06
dc.identifier.citationChernikova, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.2355
dc.identifier.urihttps://repository.isls.org//handle/1/6557-
dc.description.abstractSimulation-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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectTeaching and Teacher Learningen_US
dc.titleEffects of the Prior Knowledge and Scaffolding in Facilitating Complex Skills through Simulations: A Meta-Analysisen_US
dc.typePosteren_US
Appears in Collections:ICLS 2020

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