Prior knowledge moderates scaffolding effectiveness: reflection phases were more effective for higher education levels, examples for lower levels¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2020 · checked against its sources 2026-10-18 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? Learners showed a lower increase of complex skills in an unfamiliar context (g = 0.67) than in a familiar context (g = 0.83), but learners in both contexts benefited from simulation-based learning. → Olga Chernikova 2020 q3 i3 For learners with a high level of education, reflection phases showed a larger effect (g = 1.10) than for learners with a low level of education (g = 0.52), while examples showed a larger effect for low education levels (g = 0.88) than high (g = 0.85). → Olga Chernikova 2020 (2)

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 · i? · quant-synthesis · r?

Subgroup moderator analysis of prior knowledge (familiarity of context) across the 145 studies, reported in the results section with printed effects "g = 0.67, SE = 0.10" unfamiliar versus "g = 0.83, SE = 0.13" familiar. No effect size for the difference itself is printed.

"learners showed a lower increase of complex skills in an unfamiliar context (g = 0.67, SE = 0.10) than in a familiar context (g = 0.83, SE = 0.13), but overall learners in both contexts benefited from simulation-based learning."

Olga Chernikova 2020 (2)¶

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 · i3 · quant-synthesis · r2

Subgroup analysis by level of education (Table 1): for high education levels, "Reflection phases 1.10 [0.52, 1.68]"; for low education levels, examples showed g = 0.88 [0.42, 1.35] and reflection phases g = 0.52 [0.23, 0.80], consistent with the abstract's statement that learners with high prior knowledge benefited more from reflection phases and low prior knowledge learners from examples.

"High level of education Examples 0.85 [0.38, 1.32] 1,120 (26) 1.59 93.22% 1 (18) Prompts 0.50 ns [−0.08, 1.08] 346 (9) 0.83 84.19% 1 (3) Reflection phases 1.10 [0.52, 1.68] 763 (18) 0.92 91.42% 1 (13)"

Discussion¶

Related Claims¶

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