Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7655
Title: Learners’ Adjustment Strategies Following Impasses in Medical Simulations - Effects of Prior Knowledge
Authors: Heitzmann, Nicole
Stadler, Matthias
Radkowitsch, Anika
Fischer, Martin R.
Schmidmaier, Ralf
Fischer, Frank
Keywords: Learning Sciences
Issue Date: Jun-2021
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.
URI: https://doi.dx.org/10.22318/icls2021.987
https://repository.isls.org//handle/1/7655
Appears in Collections:ISLS Annual Meeting 2021

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