In a rule-based simulation game with narrow scope and high distance, facilitator interventions were predominantly first- and second-order and participant learning was mainly first- and second-order¶

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

Subclaims¶

q2 i? In the rule-based SG case, 39 FOL interventions triggered 70 FOL and 89 SOL responses, and the facilitator conducted mostly FOL and SOL interventions (75) versus few TOL interventions (8 of 83 total). → Marieke de Wijse-van Heeswijk 2025

Evidence¶

Marieke de Wijse-van Heeswijk 2025¶

Marieke de Wijse-van Heeswijk, Etienne A. J. A. Rouwette, Sander V. Meijerink. (2025). The learning effects of first, second, and third order interventions in a rule-based and open simulation game. Instructional Science. https://doi.org/10.1007/s11251-025-09715-w

q2 · i? · qualitative · r?

Qualitative co-occurrence analysis of transcripts from the rule-based case study's second reflection round and debriefing, coded in Atlas ti. The analysis found "39 FOL interventions triggered 70 FOL and 89 SOL responses", indicating process questions intertwined with content issues.

"In case 1 the rule based SG, 39 FOL interventions triggered 70 FOL and 89 SOL responses, showing that process questions often intertwined with content issues."

Discussion¶

Related Claims¶

• Struggling participants in the rule-based game initiated emergent facilitation — self-organized peer facilitation — which was fuelled by cognitive load, scope disturbances and high distance and supported first- and second-order learning — related
• Extraneous cognitive load arising from limited scope and high distance in the rule-based game pushed the facilitator toward first- and second-order interventions instead of the third-order interventions the learning goal required — possibly the same claim (merge candidate)
• In an open simulation game with wide scope and low distance, second-order interventions effectively elicited second-order responses — related
• Participants in the rule-based simulation game perceived it as demanding, and learning and applying its procedures and rules hindered investment in their learning goals — related
• In an open simulation game, third-order interventions effectively evoked third-order responses — related