A Meta Analysis of Simulation Based Learning and Instructional Support in Higher Education

This meta-analysis aims to assess the impact of Simulation-Based Learning (SBL) on complex cognitive skills in higher learning institutions with data from 145 studies involving 10,532 students and published between December 1903 and March 2024. This rationale is based on research evidence collected using a problem-solving learning approach and simulation to mimic real life situations. We quantify the extent of SBL’s effectiveness in developing skills across different areas of practice and to determine the moderating variables, which include the type of simulation, simulation length, instructional support, and learner attributes. The findings from the meta-study using a random-impacts model showed a positive Effect Size (ES) for overall SBL, but with significant heterogeneity. The most represented field was medical education with 126 articles, which positively influenced technical skills, overall problem-solving abilities, and diagnostic competencies. As for the interpersonal skills, there were only moderate gains in communication and teamwork skills. Instructional supports, such as knowledge conveyance and scaffolding, significantly enhanced learning outcomes, particularly when combined (e.g., knowledge conveyance with samples identified in 82 articles). We provided assurance that there was no publication bias, thus affirming the credibility of the findings. However, future research should investigate the effects of SBL over an extended period, include new technologies, and focus on the areas that are not well-represented to enhance SBL’s effectiveness and achieve the greatest gains in education.