Digital simulation-based training: A meta-analysis

Andreas Gegenfurtner, Carla Quesada-Pallarès, Maximilian Knogler

Research output: Contribution to journalArticleResearchpeer-review

48 Citations (Scopus)


© 2014 British Educational Research Association. This study examines how design characteristics in digital simulation-based learning environments moderate self-efficacy and transfer of learning. Drawing on social cognitive theory and the cognitive theory of multimedia learning, the meta-analysis psychometrically cumulated k = 15 studies of 25 years of research with a total sample size of N = 2274 learners.The findings indicate that high levels of user control result in higher estimates of self-efficacy and transfer. Offering assessment feedback after rather than during training led to higher efficacy beliefs and transfer. Effects of social, narrative and multimedia characteristics were nonsignificant. Implications for computer-based instructional design and directions for future research associated with motivational outcomes in technology-enhanced learning are discussed.
Original languageEnglish
Pages (from-to)1097-1114
JournalBritish Journal of Educational Technology
Publication statusPublished - 1 Jan 2014

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