Realism of technology is a prominent enabler of critical thinking development in technologically supported SBL, mapped to the information quality dimension of the D&M IS Success Model¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Realistic replication of patient context and physiological features, and visualizing patient status and the effect of measures, were reported as enabling critical thinking development; low fidelity and limited resemblance to real life compromised it. → Stenseth Hege Vistven et al 2025

Evidence¶

Stenseth Hege Vistven et al 2025¶

Stenseth Hege Vistven et al. (2025). Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Scoping Review. Journal of Medical Internet Research. https://doi.org/10.2196/58744

q2 · i? · review · r3

Thematic synthesis (RQ 3) of included studies' reports of enablers and barriers, deductively sorted by the D&M IS Success Model; the review reports that realism features were "reported as increasing perceived realism; theory-to-practice transition; and, hence, nursing students' development of critical thinking skills."

"Realistic replication of the human physiological features of the patient [75,81,107,131,138], realistic changes in patients' conditions, and being able to visually inspect the patient's status and see the effect of measures [75,81,107,108,131] were reported as increasing perceived realism; theory-to-practice transition; and, hence, nursing students' development of critical thinking skills."

Discussion¶

Related Claims¶

• Engagement and motivation, including safe learning environment, immersion, and autonomy, are prominent enablers of critical thinking in technologically supported SBL — related
• Feedback and validation, including feedback on actions taken and provision of examples and explanations, are perceived as enabling critical thinking development in SBL using technology — related
• Immersive media environments enable higher visual and behavioral realism of pedagogical agents than non-immersive formats — related
• Increased perceptual fidelity fails to reliably improve serious game learning outcomes (the fidelity fallacy) — reports the opposite
• The most frequently reported challenge of virtual simulation teaching is its lack of realism, alongside operational complexity, English-language demands, cultural mismatch, and adverse physical reactions — related