The review reports that participants in simulation-game conditions had significantly higher skill-based knowledge outcomes than those in non-game conditions¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2026 · not yet checked against its sources · 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.
q2 i? A meta-analysis of 65 studies cited by the review found significantly higher skill-based knowledge outcomes for simulation conditions than non-game conditions. → Kelly McNeil 2026
Evidence¶
Kelly McNeil 2026¶
Kelly McNeil, Sharin Jacob, Quinn Burke, and Stefani Pautz Stephenson. (2026). Operation Outbreak: Exploring the Affordances and Challenges of Experiential Simulations in Education for Scalability. Digital Promise. https://digitalpromise.dspacedirect.org/items/5b9d16cb-7253-49d0-9d95-e510b6951d4b doi:10.51388/20.500.12265/284
q2 · i? · review · r2
The review reports, citing Sitzmann (2011), a meta-analysis of 65 studies finding simulation conditions beat non-game conditions on skill-based knowledge, "the practical application of knowledge." No effect size is printed.
"Sitzmann’s (2011) meta-analysis of 65 studies on simulation games found that participants in simulation conditions had significantly higher skill-based knowl-edge outcomes (practical application of knowledge) than those in non-game conditions."
Discussion¶
Related Claims¶
- Simulation Based Education Improves Outcomes — a broader claim this one bears on
- The review reports that students learning with serious games often perform better on content knowledge assessments than those in traditional settings — related
- Simulation Based Education With Deliberate Practice Improves Clinical Outcomes — related
- The review reports that simulation games support near transfer of knowledge but evidence for long-term or far transfer is less robust — related
- Simulation games are effective as a supplement to other instruction but not as standalone instruction, where comparison groups learned slightly more (a difference not statistically significant) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
simulation-games-higher-skill-based-knowledge |
title |
The review reports that participants in simulation-game conditions had significantly higher skill-based knowledge outcomes than those in non-game conditions |
description |
The review reports that participants in simulation-game conditions had significantly higher skill-based knowledge outcomes than those in non-game conditions |
status |
review |
evidence_strength |
weak |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kelly-mcneil-2026 |
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