A meta-analysis named “Simulation-Based Learning in Higher Education: A Meta-Analysis” was published with the co-authorship of Prof. Dr. Doris Holzberger in the peer-reviewed journal Review of Educational Research. The meta-analysis included 145 empirical studies with 409 effect estimations that investigate the effectiveness of various scaffolding types and technology in simulation-based learning environments to teach complex skills. Selected findings are:

    Technology use and scaffolding had positive effects on learning.
    Learners with low prior knowledge learned better when supported by examples.

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