Challenges in integrating a complex systems computer simulation in class: An educational design research

Abstract

Complex systems are typically difficult for students to understand and computer simulations offer a promising way forward. However, integrating such simulations into conventional classes presents numerous challenges. Framed within an educational design research, we studied the use of an in-house built simulation of the coagulation network in four pharmacy undergraduate classes. Drawing upon audio recordings of small group discussions, focus group interviews, and class observations, we identified implementation challenges related to: adaptation of simulation to align with student needs; compromises to learning design; and classroom infrastructure. These findings can serve to guide teachers and staff developers on the common challenges that are likely to arise from integrating computer simulations meaningfully into realistic contexts.

Computer-Based Simulators in Pharmacy Practice Education: A Systematic Narrative Review

“…Many studies used online post-course/post-assignment surveys as the preferred data-gathering method; however, a few used pre- and post-surveys [ 4 , 16 , 28 , 29 , 30 ]. Other methods of data collection included focus groups [ 31 , 32 , 33 , 34 , 35 ], Subjective Objective Assessment Plans (SOAPs) [ 36 , 37 ], and observations [ 32 , 34 , 38 , 39 , 40 ].…”

Potential Barriers to the Implementation of Computer-Based Simulation in Pharmacy Education: A Systematic Review

“…A consistent number of papers related to the application and introduction of CBS in pharmacy education were published until 2020, when a noticeable surge was noticed. The majority of the studies employed online surveys post-course or post-assignment as their primary data collection technique, though a few incorporated both pre- and post-surveys [ 6 , 12 , 69 , 82 , 94 ]. Alternative data collection methods comprised focus groups [ 80 , 86 , 89 , 92 , 95 ], subjective-objective assessment plans (SOAPs) [ 66 , 96 ], and observations [ 9 , 73 , 86 , 90 , 95 ].…”

“…Cost was a common theme, with some institutions reporting a lack of resources [ 4 , 6 , 12 , 69 , 80 , 94 ]. Cost can also include ongoing costs associated with the development, implementation, and maintenance of CBS and their operations.…”

“…Cost can also include ongoing costs associated with the development, implementation, and maintenance of CBS and their operations. For example, some studies identified high purchase fees or development costs as barriers to implementing CBS [ 5 , 6 , 35 , 39 , 69 , 94 ]. It may also include the cost needed for technical support associated with developing and maintaining the software itself (design, programming, and graphics) [ 4 , 5 , 39 ] or the need for additional third-party help, either in the form of hiring an experienced programmer or a specialized IT firm in educational simulations [ 9 , 39 , 74 ].…”

La competencia digital docente: análisis de la autopercepción y evaluación del desempeño de los estudiantes universitarios de educación por medio de un entorno 3D

“…Por otro lado, aunque parten y se centran en problemas concretos y contextos específicos, y por ende no pretenden su generalización libre de contexto, sí que tratan de generar una serie de propuestas y principios que puedan ser útiles para el resto de la comunidad educativa. Loke et al (2012) también inciden en el carácter naturalista de este tipo de investigación, basada en contextos reales y que pretende transformar las prácticas pedagógicas reales. Este hecho, según Richey y Klein (2005) hace aumentar la credibilidad de la investigación, al no estar basados en casos hipotéticos o idealizados.…”