Most primary studies in simulation-based learning do not personalize scaffolding or task progression¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Of the eligible studies, most used non-personalized scaffolding (N = 100) and fixed task progression (N = 109), with adaptive scaffolding in N = 25, adaptable scaffolding in N = 12, and adaptable task progression in N = 53 studies. → Chernikova 2025

Evidence¶

Chernikova 2025¶

Chernikova, O., Sommerhoff, D., Stadler, M., Holzberger, D., Nickl, M., Seidel, T., Kasneci, E., Küchemann, S., Kuhn, J., Fischer, F., & Heitzmann, N. (2025). Personalization through adaptivity or adaptability? A meta-analysis on simulation-based learning in higher education. Educational Research Review 46 (2025) 100662. https://doi.org/10.1016/j.edurev.2024.100662

q2 · i? · quant-synthesis · r2

Preliminary review question (RQ1) across 217 eligible studies reporting 427 comparisons; the discussion states the majority did not implement personalization of scaffolding (100/143) or task progression (109/162), which the authors interpret as a lack of personalization.

"simulations with equal support for all learners (non-adaptive/non- adaptable scaffolding) were the most commonly used instructional setting (N = 100). Adaptive scaffolding was identified in N = 25 studies and adaptable scaffolding in N = 12"

Discussion¶

Related Claims¶

• Adaptable task progression is descriptively more beneficial than fixed task progression in simulation-based learning — related
• Adaptive scaffolding shows descriptively higher effects than adaptable scaffolding in simulation-based learning, though the difference is not statistically significant — related
• For learners with low prior knowledge, adaptable scaffolding shows the worst effects, while non-personalized scaffolding with adaptable task progression is descriptively most beneficial — related
• Adaptive scaffolding combined with adaptable task progression is descriptively most effective for high prior knowledge learners but not for low prior knowledge learners — related