Simulation and Evidence-Based Education: Scientific Research and Open Questions

In his book “Visible Learning”, John Hattie assigned an effect size of d=0.33 to instructional simulation—i.e., below the d=0.40 hinge point considered to be of relevant practical value for instructional methods. Yet, how might this value be interpreted, in light of studies conversely highlighting the instructional potential of simulation as a teaching and learning method? One way to explore this apparently conflicting evidence is to examine the misconceptions and methodological flaws that are frequently encountered in this research field, which make it difficult to collect a coherent base of evidence on simulation’s instructional effectiveness. Some factors potentially influencing this type of effectiveness are: students’ prior domain-knowledge, degree of cognitive scaffolding, and the “opacity” of the underlying simulation model. Discover more here.

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