The review reports that insufficient prep time, curriculum-alignment difficulty, and low teacher confidence with new technologies are barriers to implementing simulations in K-12¶
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? Teachers report insufficient prep and planning time, difficulty aligning to curriculum and standards, and low confidence with new technologies and pedagogies as implementation barriers. → 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 Yaman et al. (2024), teacher-stated barriers of time, curriculum alignment, and low confidence. It further cites Kebritchi et al. (2010) that teacher attitude and self-efficacy strongly influence whether games are implemented.
"Across K-12 game-based implementations, teachers state that insufficient prep and planning time, difficulty adapting experiences to required curriculum and/or standards, and low confidence with new technologies and pedagogies are all barriers to implementation (Yaman et al., 2024)."
Discussion¶
Related Claims¶
- A key barrier to using MI Write is a lack of both curriculum integration and alignment — related
- Teachers need time to plan and carry out daily writing instruction to successfully learn and use MI Write — related
- SEP national monitoring reports indicate insufficient teacher training for the reform: 35% of surveyed teachers requested training in planning and design of didactic activities, and about 30% of directors rated induction-workshop information as poorly adequate or inadequate — related
- Teachers reported curriculum and technical integration challenges when implementing Ecree and MI Write — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-time-confidence-barriers-simulation-implementation |
title |
The review reports that insufficient prep time, curriculum-alignment difficulty, and low teacher confidence with new technologies are barriers to implementing simulations in K-12 |
description |
The review reports that insufficient prep time, curriculum-alignment difficulty, and low teacher confidence with new technologies are barriers to implementing simulations in K-12 |
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 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.