Digital simulation-based training: A meta-analysis.

• Autores: Andreas Gegenfurtner, Carla Quesada Pallarès, Maximilian Knogler
• Localización: British journal of educational technology, ISSN 0007-1013, Vol. 45, Nº. 6, 2014, págs. 1097-1114
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • 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. [ABSTRACT FROM AUTHOR]