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|Title:||Learners’ Adjustment Strategies Following Impasses in Medical Simulations - Effects of Prior Knowledge|
Fischer, Martin R.
|Publisher:||International Society of the Learning Sciences|
|Citation:||Heitzmann, N., Stadler, M., Radkowitsch, A., Fischer, M. R., Schmidmaier, R., & Fischer, F. (2021). Learners’ Adjustment Strategies Following Impasses in Medical Simulations - Effects of Prior Knowledge. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 987-988). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||In this study we analyze how learners with different prior knowledge use different adjustment strategies (reflective or evidence generation) after impasses and how that affects their learning in a simulation in medical education. We found that learners with medium and low prior knowledge used evidence generation more often. Only learners with medium prior knowledge benefited from further evidence generation. Therefore, adjustment strategies seem to have differential effects depending on learners’s prior knowledge.|
|Appears in Collections:||ISLS Annual Meeting 2021|
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