Where salience goes beyond authenticity

IF 1.8 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
O. Chernikova, D. Holzberger, Nicole Heitzmann, Matthias Stadler, T. Seidel, F. Fischer
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引用次数: 1

Abstract

Abstract: This meta-analysis builds on and extends Chernikova, Heitzmann, Stadler, et al.’s (2020) meta-analysis on simulation-based learning in higher education by summarizing the findings of 214 empirical studies. The main focus of the current meta-analysis was to investigate the role of prior knowledge and design features, namely (1) the authenticity of simulated scenarios (as both functional correspondence with a real task and a physical resemblance of the environment) and (2) the salience of relevant information in moderating the effects of simulation-based learning on facilitating complex skills in higher education. The analysis identified that the salience of relevant information contributes significantly to explaining the variation in the effectiveness of simulation-based learning environments. We conclude that authenticity and salience can be assessed independently of each other, and both can be considered important design features in creating effective simulation-based learning environments to meet the needs of learners with different levels of prior knowledge.
突出性超越了真实性
摘要:本文通过总结214项实证研究的结果,在Chernikova、Heitzmann、Stadler等人(2020)关于高等教育中基于模拟的学习的元分析的基础上进行了扩展。当前荟萃分析的主要重点是调查先验知识和设计特征的作用,即:(1)模拟场景的真实性(与真实任务的功能对应和环境的物理相似性)和(2)相关信息在调节基于模拟的学习对促进高等教育中复杂技能的影响方面的显着性。分析发现,相关信息的显著性有助于解释基于模拟的学习环境的有效性差异。我们得出结论,真实性和显著性可以相互独立地进行评估,并且在创建有效的基于模拟的学习环境以满足具有不同先验知识水平的学习者的需求时,两者都可以被视为重要的设计特征。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Zeitschrift Fur Padagogische Psychologie
Zeitschrift Fur Padagogische Psychologie PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.70
自引率
4.80%
发文量
30
期刊介绍: Die Zeitschrift publiziert Beiträge aus dem Gesamtgebiet der Pädagogischen Psychologie. Alle eingereichten Beiträge werden einem anonymen Begutachtungsverfahren unterzogen ("blind peer-review").
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