High authenticity simulations show higher effects than low authenticity simulations¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q3·i2medium
Currency · newest study 2020 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 Simulations resembling reality at a high level had larger effects (g = 0.86) than low authenticity simulations (g = 0.58). → Olga Chernikova 2020
Evidence¶
Olga Chernikova 2020¶
Olga Chernikova, Nicole Heitzmann, and Matthias Stadler, Doris Holzberger, Tina Seidel, Frank Fischer. (2020). Simulation-Based Learning in Higher Education: A Meta-Analysis. Review of Educational Research. https://doi.org/10.3102/0034654320933544
q3 · i2 · quant-synthesis · r?
Metaregression moderator analysis of authenticity, with printed effects "g = 0.58, SE = 0.18, N = 26" for low and "g = 0.86, SE = 0.10, N = 76" for high authenticity. Selected authenticity simulations also had positive effects (g = 0.69, SE = 0.40), but these came from a small, highly heterogeneous sample of medical education studies (N = 6).
"Simulations that resembled reality at the low level had an effect of g = 0.58, SE = 0.18, N = 26, while high authenticity simulations, which represented all aspects of highly realistic situations, had an effect of g = 0.86, SE = 0.10, N = 76."
Discussion¶
Learner Variables¶
- Domain Context — moderator: an instructional effect differs with it
Related Claims¶
- Simulation Based Education Improves Outcomes — a broader claim this one bears on
- Adult learners expect AI to support transformative and experiential learning through assumption-challenging simulations, role play, and authentic virtual contexts — related
- Domain-specific challenges and authentic environmental prompting in the VR simulation fostered both experiential and vicarious learning of teaching — related
- Functional correspondence predicts simulation learning outcomes better than physical resemblance or appeals to authenticity — related
- Higher levels of technology support during simulation are associated with greater effects on learning outcomes — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
high-authenticity-simulations-higher-effects |
title |
High authenticity simulations show higher effects than low authenticity simulations |
description |
High authenticity simulations show higher effects than low authenticity simulations |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — olga-chernikova-2020 |
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