About the project

The DFG-funded Collaborative Research Centre SHARP ‘Simulation-based learning in higher education: Advancing research on process diagnostics and personalised interventions’ contributes to theory-building on personalising learning using simulations in higher education. As a joint research context, SHARP focuses on diagnosing and intervening as two highly relevant professional practices in many academic professions.

Subproject A04 investigates learning of diagnosing and intervention skills for programming and debugging in teacher education. Beginning computer science teachers’ strategic diagnostic processes during simulation-based learning are examined as a function of representational scaffolding, which adjusts cue salience, and learning process scaffolding, implemented through dashboards with metacognitive prompts. In one validation and three experimental studies, the project investigates the effects of personalized scaffolds to enhance diagnostic and intervention skill development.

Bauer, E., Heitzmann, N., Bannert, M., Chernikova, O., Fischer, M., Frenzel, A., Gartmeier, M., Hofer, S., Holzberger, D., Kasneci, E., Koenen, J., Kosel, C., Küchemann, S., Kuhn, J., Michaeli, T., Neuhaus, B., Niklas, F., Obersteiner, A., Pfeffer, J., Sailer, M., Schmidmaier, R., Schmidt-Hertha, B., Stadler, M., Ufer, S., Vorholzer, A., Seidel, T. & Fischer, F. (2025). Personalizing simulation-based learning in higher education. Learning and Individual Differences, Volume 122, 102746, ISSN 1041-6080. doi.org/10.1016/j.lindif.2025.102746