Scaffolding in Simulations for Learning and Professional Development

Scaffolding is an important design feature of simulation-based learning. A scaffold consists of (a) a triggering condition that reflects the deviation between a learner’s actual problem-solving and learning process from the desired behaviour and (b) the content that is provided by offering more or less specific feedback and advice. Scaffolds within simulation-based learning can be distinguished based on different characteristics. First, the decision on whether or when to trigger a scaffold can be computer-based or human-based. Second, the content of a scaffold can be prepared in advance or it can be developed ad-hoc (i.e., emerging during the simulation process). Third, the embeddedness of scaffolding refers to the source of a scaffold in the perception of the learner. Internal scaffolding is perceived as part of the scenario’s ‘storyline’ while external scaffolding comes from outside of the scenario (i.e., from the teacher). Some types of scaffolds have been found to be more effective than others depending not only on the simulation environment but also on the individual characteristics of the learners (e.g., prior knowledge).

To enhance our insights about effective scaffolding, this E-CER includes a team with complementary expertise in theory-based design of simulations, data triangulation, and multimodal online measures. Altogether we pursue four aims:

1. Categorising design features of scaffolds in simulations. The development of a comprehensive framework supports the design and implementation of scaffolds in educational simulations.
2. Identifying cognitive, metacognitive, and non-cognitive learning processes as triggers of and reactions to scaffolds. Insights into how learners cognitively process and respond to different scaffolds are important to developing theory-based scaffolding strategies.
3. Evaluating multimodal (online) measures to investigate the above processes concerning scaffolding in simulations. Employing multiple modes of data collection allows researchers to gain a more holistic understanding of the multi-faced learning processes.
4. Developing guidelines to implement scaffolds in simulation design. A theoretically driven and evidence-based composition of scaffolds contributes to enhanced learning outcomes and supports instructional practices.