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Digital simulation-based training: A meta-analysis
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DOI：10.1111/bjet.12188.png)
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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.
Keyword:
SELF-EFFICACY
GOAL ORIENTATION
INDIVIDUAL-DIFFERENCES
REGULATORY PROCESSES
VIRTUAL PATIENTS
TIME-LAG
PERFORMANCE
OUTCOMES
KNOWLEDGE
ENVIRONMENTS
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5.7K
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The role of feedback and self-efficacy on web-based learning: The social cognitive perspective.png)
COMPUTERS & EDUCATION
COMPUTERS & EDUCATIONIF10.5
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