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|Title:||Simulation-Based Learning in Higher Education: A Meta-Analysis on Adapting Instructional Support|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Chernikova, O., Stadler, M., Heitzmann, N., Melev, I., Holzberger, D., Seidel, T., & Fischer, F. (2021). Simulation-Based Learning in Higher Education: A Meta-Analysis on Adapting Instructional Support. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 959-960). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||This meta-analysis includes 143 empirical studies and investigates the effectiveness of different strategies to adapt and individualize instructional support to learners’ prior knowledge and performance within simulation-based learning environments. The review identified strategies effective for learners with lower and higher prior knowledge and contributes to the discussion about effective design of learning with simulations. We conclude that (1) adapted instructional support enhances effects of simulations; (2) different strategies of adapting are effective for learners with different levels of prior knowledge.|
|Appears in Collections:||ISLS Annual Meeting 2021|
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