9 Target audience
To properly choose the audience of this VGS and integrate it correctly into the curriculum, it is important to take into careful consideration the learning objectives of the simulation. On the other hand, it is also essential to review some more pedagogical advises derived from the theory of Lev Vygotsky and the adult learning theories.
Vygotsky established that in order to design an effective learning activity, we have to look for the Zone of Proximal Development, term with which he named at that stage one step further of the comfort zone of the students, and that they could reach with the help of feedback and support from their mentor (Hedegaard, 1996). Thus, considering the nature of the VGS, which tries to be a space for the experimentation and practice of the knowledge already acquired, the optimal integration of this simulation into the curriculum will be at that point in which the students have already cover the contents they have to make use of during the simulation, but they are not completely comfortable with.
This is complemented by the adult learning theory, which states that in order to maintain the motivation of an adult in the educational process, it is important that they can see a clear connection between the contents they are learning, and their applications in their professional practice (Knowles, 1980). Thus, VGS must be close in time to the learning process of the contents that the simulation aims to cover. This not only will increase their motivation, but also the retention of the knowledge learned in their minds (Knowles, 1980).
Therefore, our recommendation is to integrate this VGS into the curriculum only once the contents are covered and the learners are ready to apply them in a realistic situation.
Nonetheless, it is also possible to adapt the VGS to different levels of knowledge . If our learners have a lower level than the proposed in the VGS, facilitators can increase the number of materials to work with in the prebriefing phase, make a clear and basic introduction of the case and knowledge required, as well as propose more basic debriefing questions that help students to understand the key concepts worked. If our participants have a higher level, we could raise complexity by providing less supporting material in the prebriefing phase, reflecting on deeper knowledge and implications of the experience, introducing more advanced concepts or comparing the experience with other similar situations (Verkuyl et al., 2022).
