Simulation-based learning

The theoretical foundations and practical applications of simulation-based learning.

What is simulation-based learning?

Simulation-based learning involves creating real-world scenarios and challenges in learning activities in order to enable students to apply their knowledge and skills in contexts that mirror their future professional practice. This article explores the theoretical foundations and practical applications of simulation-based learning, and provides guidance on developing and using simulations in a higher education context.

Theoretical foundations

Why offer simulated learning experiences?

Simulations can enrich teaching and learning by providing authentic learning environments that scaffold students’ problem-solving while providing a safe and controlled environment to apply knowledge, make mistakes, receive feedback, and adjust their understanding accordingly (Ingram and Jackson, 2004). This enhances the transferability of learning to real-world settings, a core tenet of authentic learning.

Simulated learning is underpinned by theoretical approaches such as Kolb’s cycle of experiential learning (Figure 1) as it fosters an environment where students learn by doing, reflecting, and actively participating in the learning process. It is supported by instructional methods such as problem-based learning (PBL) where students learn through solving ill-structured problems in a simulated environment, promoting higher order thinking and self-directed learning (Jonassen and Hung, 2012).

Simulations have been successfully used in various formats across many disciplines.

Virtual labs

Virtual labs in science courses allow students to conduct experiments that might be too dangerous, expensive, or time-consuming in a real lab.

Role-play scenarios

In the social sciences, role-play scenarios help students understand different perspectives and develop empathy.

Virtual and mixed reality

Virtual and mixed reality can provide immersive experiences, including examples such as exploring historical sites for archaeology students, to practicing surgeries for medical students. These practical applications highlight the versatility and effectiveness of simulations in promoting active learning and engagement.

Practical applications

Developing simulations

Creating effective learning simulations involves several steps. First, the design of the activity must align to clearly defined learning objectives, ensuring that it provides students with the necessary challenges and tasks. Consider the resources available, such as multimedia content, simulation software and virtual reality tools, and choose the one that best fits your needs and context.

When we think about simulated learning, it’s easy to envision a high-fidelity and immersive learning experience bolstered by virtual reality or sophisticated media production. However, such complex tools are not always necessary to enhance a learner’s understanding and interpretation of the material. For example, when teaching basic factual knowledge, multimedia elements such as videos, graphics, and audio may not prove more effective than simple text. These elements can be more costly, less user-friendly, and may extend the duration of the training. Nevertheless, when it comes to teaching more complex and adaptable skills, the multimedia content offered by simulations could be indispensable in creating a meaningful and impactful learning experience (Kozlowski and Bell, 2007).

Four critical design elements for simulation-based learning

Simulation-based learning has four major instructional features: (Bell et al. (2008))

1. Richness of the learning experience

Using multimedia content, such as still images, graphics, stories, or narratives through video or audio, to create a realistic and relevant context.

2. Immersion

Exposing learners to significant contextual characteristics that reflect the professional field or knowledge domain.

3. Interactivity

Interacting with different potential stakeholders, for example, characters and virtual agents that simulate competitors, co-workers, or clients.

4. Communication

Communicating information, provide instructional support, or creating collaborative environments, for example, in-class or online discussions.

Enabling tools and technologies

The following tools can be integrated in the LMS, making it easy to create engaging and high-quality simulation based learning experiences that offer students the opportunity to practice their skills in a safe environment, reflect on their learning, and engage in meaningful discussion with peers.

H5P

• The Branching Scenario is a versatile learning tool that allows educators to offer a range of engaging interactive content and options to students. The decisions made by the students shape the content they engage with.
• The Documentation Tool can be used to present case studies in an interactive and engaging manner. By structuring the case study as a series of steps or stages within the tool, learners can actively participate in the learning process. They can input their responses, make decisions, and see the consequences of their choices, thereby gaining a deeper understanding of the case study. The final document generated can serve as a record of their learning journey or to support participation in a synchronous class discussion.

FeedbackFruits

• The Interactive Document tool enhances learner-content interaction and engagement by enabling teachers to add in-line questions and discussion points to documents. It can be used to present case studies in an interactive manner, encouraging learners to engage with the material actively.
• The Interactive Video tool stimulates asynchronous engagement and interaction with video materials by enabling teachers to add in-line questions and discussion prompts to videos. It can be used to present video-based case studies or simulations, promoting active learning.

Simulations offer a promising avenue for authentic learning in higher education by providing students the opportunity to practice their skills in contexts that mirror their future professional practice.  With effective design and the support of appropriate learning technologies, students can engage actively in the learning process and demonstrate greater levels of higher order thinking.

References

Bell, B. S., Kanar, A. M., & Kozlowski, S. W. J. (2008). Current issues and future directions in simulation-based training in North America. The International Journal of Human Resource Management, 19(8), 1416-1434. https://doi.org/10.1080/09585190802200173

Frasson, C., & Blanchard, E.G. (2012). Simulation-Based Learning. In N.M Seel (Ed.), Encyclopedia of the Sciences of Learning. Springer. https://doi.org/10.1007/978-1-4419-1428-6_129

Hui A.N.N., Eason M.S., Cheung R.C.C., Lai L.C.H., Lau D., Lam T.(2021) The Relationships Among Simulation-Based Learning Creativity and the Learning Approach in Higher Education. In A. Hui & C. Wagner (Eds.), Creative and Collaborative Learning through Immersion. Creativity in the Twenty First Century. Springer. https://doi.org/10.1007/978-3-03072216-6_6

Ingram, K.W., & Jackson M.K.(2004). Simulations as authentic learning strategies: Bridging the gap between theory and practice in performance technology.

Jonassen D.H., Hung W.(2012). Problem-Based Learning. In N.M. Seel (Ed.), Encyclopedia of the Sciences of Learning. Springer. https://doi.org/10.1007/978-1-4419-1428-6_210

Kolb, D. A. (1984). Experiential learning : experience as the source of learning and development / David A. Kolb. Prentice-Hall.

Kozlowski, S.W.J., & Bell, B.S. (2007). A theory-based approach for designing distributed learning systems. In S.M Fiore & E Salas (Eds.), Toward a science of distributed learning (pp. 15–39). APA.

Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 2.