Digital Simulation-Based Training: A Meta-Analysis

Autor/inn/en	Gegenfurtner, Andreas; Quesada-Pallarès, Carla; Knogler, Maximilian
Titel	Digital Simulation-Based Training: A Meta-Analysis
Quelle	In: British Journal of Educational Technology, 45 (2014) 6, S.1097-1114 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12188
Schlagwörter	Meta Analysis; Computer Simulation; Computer System Design; Educational Environment; Social Cognition; Self Efficacy; Feedback (Response); Multimedia Materials; Instructional Design; Transfer of Training; Training Methods; Epistemology; Educational Practices; Literature Reviews + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Computergrafik; Computersimulation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Kognition; Self-efficacy; Selbstwirksamkeit; Lesson concept; Lessonplan; Unterrichtsentwurf; Training; Transfer; Ausbildung; Didaktik; Trainingsmaßnahme; Erkenntnistheorie; Bildungspraxis
Abstract	This study examines how design characteristics in digital simulation-based learning environments moderate self-efficacy and transfer of learning. Drawing on social cognitive theory and the cognitive theory of multimedia learning, the meta-analysis psychometrically cumulated k?=?15 studies of 25 years of research with a total sample size of N?=?2274 learners. The findings indicate that high levels of user control result in higher estimates of self-efficacy and transfer. Offering assessment feedback after rather than during training led to higher efficacy beliefs and transfer. Effects of social, narrative and multimedia characteristics were nonsignificant. Implications for computer-based instructional design and directions for future research associated with motivational outcomes in technology-enhanced learning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10