Simulation research and design: a dual-level framework for multi-project research programs

Abstract

Collaborations between researchers and practitioners have recently become increasingly popular in education, and educational design research (EDR) may benefit greatly from investigating such partnerships. One important domain in which EDR on collaborations between researchers and practitioners can be applied is research on simulation-based learning. However, frameworks describing both research and design processes in research programs on simulation-based learning are currently lacking. The framework proposed in this paper addresses this research gap. It is derived from theory and delineates levels, phases, activities, roles, and products of research programs to develop simulations as complex scientific artifacts for research purposes. This dual-level framework applies to research programs with a research committee and multiple subordinate research projects. The proposed framework is illustrated by examples from the actual research and design process of an interdisciplinary research program investigating the facilitation of diagnostic competences through instructional support in simulations. On a theoretical level, the framework contributes primarily to the literature of EDR by offering a unique dual-level perspective. Moreover, on a practical level, the framework may help by providing recommendations to guide the research and design process in research programs.

AI-Based Avatars Are Changing the Way We Learn and Teach: Benefits and Challenges

“…For instance, sophisticated scenarios had to be developed for problem-and casebased learning. These scenarios were then implemented using rule-based virtual humans, roleplaying games, and trained actors (Fink et al, 2021). AI-based avatars are cost-effective and offer a level of interaction and response accuracy in presenting such stimuli that could compete with role-playing games and trained actors and go beyond the possibilities of rule-based virtual humans.…”

Representational scaffolding in digital simulations – learning professional practices in higher education

“…Therefore, another question that must be considered regarding media design is which representational scaffolds are intended to be implemented. A third factor is the choice of simulation platform (e.g., Fink et al, 2021). There might be strategic or practical reasons (e.g., adhering to an already established or available simulation platform) to choose a simulation platform that offers only limited options for technology and media use because of its limited technical capabilities (e.g., no option to use virtual or augmented reality).…”

“…Existing literature on designing simulations primarily focuses on process models addressing the steps of designing simulations for specific contexts, for example designing simulation for research purposes (Fink et al , 2021) or designing simulations as teacher practice spaces (Reich et al , 2018). Such frameworks typically outline design steps by referring to specific examples of simulations and often touch on discussing selected characteristics of simulations, such as authenticity.…”

“…Therefore, another question that must be considered regarding media design is which representational scaffolds are intended to be implemented. A third factor is the choice of simulation platform (Fink et al , 2021). There might be strategic or practical reasons (e.g.…”

Cross-Disciplinary Research on Learning and Instruction – Coming to Terms

“…• A joint technological framework defines the technology relevant for collaboration and for addressing the research questions. Every discipline in the context of learning and instruction has its own set of preferred research technologies, for example simulations that create extensive logfiles to measure and facilitate learning (Fink et al, 2020). Joint technologies may help to integrate data from different research projects, and later transfer the results into practice.…”