A systematic review of educator interventions in facilitating simulation based learning

Abstract

Purpose The purpose of this paper is to review published research to discern the trends in instructional practices and interventions that educators employ to augment simulation based learning in business education. Design/methodology/approach Qualitative research was conducted using a systematic review of scholarly articles that satisfied inclusion criteria, such as the study reported on a business simulation, discussed educator interventions and instructional practices, was focused on higher education or training, discusses a computer-based simulation and was published between 2007 and 2017. Findings Overarching themes evident within the data included: didactic interventions, preparation activities, prompting student reflection, coaching and mentoring, providing feedback, structuring teams, assessments, encouraging collaborative learning and fostering student engagement. Originality/value Although there are many systematic reviews of simulation-based learning literature, specifically within the fields of medicine and nursing, most focus on summarising the evidence that simulations are an effective tool to enable learning. To the best of knowledge, there has not been a systematic analysis of the instructional approaches or educational interventions that educators’ choose to include in the structured design of simulation-based courses in business education. This study begins to address the issue of how educators and technology synergistically aim to deliver valuable student learning opportunities.

Business Simulation Games in Higher Education: A Systematic Review of Empirical Research

“…Lopes et al [26] summarised the effect of using simulation games as a means of meeting learning outcomes, but again, the review only covered leadership development through simulation games. Scholtz and Hughes [32] conducted a systematic literature review to explore the innovative and new pedagogical methods instructors use to integrate simulation games into business courses. The scope of that review was limited to exploring the educators' role in the learning process.…”

The difficulties of context: An exploratory study of learning transfer from a business simulation game

“…Simulation games have been identified as an effective modality to enhance transferable learning in higher education; however, rigorous, theory‐based research into the dynamics influencing simulation effectiveness remains sparse (Tiwari et al., 2014). Scholtz and Hughes (2019) identified 13 of the most‐used learning theories in simulation research. Our research rests primarily on situated learning in learning transfer (Lave & Wenger, 1991), but also draws from constructivist learning theory (Driscoll, 1994; Fosnot, 2013) and confidence/self‐efficacy theory (Radwin, 1998).…”

“…The metacognition and confidence/self‐efficacy effects found in constructivist learning theory have been previously applied to simulation‐based learning (Scholtz & Hughes, 2019). They support Billing's (2007) nine teaching principles and provide additional understanding of simulation‐based learning.…”

Learning business through digital simulation: An analysis of student reflections

“…In addition to the ability of the students to be motivated to participate in the simulation, it must be noted, as stated by Scholtz and Hughes (2019), that the facilitator plays a large part in the success of any business simulation. Facilitator support necessary for the students to create appropriate levels of motivation to develop the soft skills includes: 1.…”