Simulation Pedagogy and Theory

Virtual simulation designers draw on many different theories when developing their games. A basic understanding of some of these theories is helpful to educators planning to use virtual simulation.

Kolb Experiential Learning

Kolb’s Experiential Learning Model is a commonly used theory underpinning interactive experiences such as virtual simulation. The authors of this text developed a suite of virtual simulations for nursing students based on this model. The essence of the model is that transformative experiences result in knowledge gains. Kolb (2015) developed his four-stage model (Figure 2.1) to demonstrate how concrete experiences, combined with active experimentation, demand reflection resulting in insight and learning. Figure 2 demonstrates how Kolb’s model can be applied to the role of the simulationist (Figure 2.2). Review these diagrams to gain a greater understanding of Kolb’s model as applied to virtual simulation.

Click here to download an accessible version of Figures 2.1 and 2.2.

Figure 2.1: Kolb’s Model Applied to the Learner using VS, and

Figure 2.2: Kolb’s Model Applied to the Simulationist Facilitating VS.

In the following video Treva Job PhD(c), MA Ed, PHCNP, BScN, CCSNE, CHSE, from Georgian College provides an overview on Kolb’s Experiential Learning.

Virtual simulations provide an excellent opportunity for learners to undergo a concrete experience, and freely experiment with it, in a relatively safe environment. Virtual simulation, and the accompanying debrief, provide multiple opportunities for critical reflection about the experience and related concepts; a process which is essential for learning. Because learners can replay virtual simulations as often as they want, they can explore different decision pathways, thereby extending reflection and increasing learning.

Constructivism

Constructivism is another theory that provides a foundation for many virtual simulations. Constructivism views learning as a “process of constructing meaning; it is how people make sense of their experience” (Merriam, Caffarella, & Baumgartner, 2007, p. 291). The educator’s role in this student-centered approach is one of facilitator rather than information-dispenser. The educator resists telling the students what to do, and instead, allows learners to construct new meaning from virtual experiences through a carefully planned approach that is scaffolded to the curriculum, program or educational learning outcomes.

Constructivism maintains that learning is an active, social, and fundamentally constructive process which is cognitively demanding. New information and experiences are linked to the students’ prior knowledge which is then reactivated, revised, and reinforced. Mindful of this, it is important that educators do not overload learners’ information processing abilities.

Cognitive Load Theory

Cognitive Load Theory was developed by John Sweller (1988). It is based on the premise that when there is stimulus overload, learners have limited working memory, and as a result, they are unable to absorb or retain new knowledge, reducing their ability to problem-solve.  It is important to consider that working memory has limited capacity and educators should avoid using activities that overload and do not directly contribute to the intended learning. This means that it is important to consider the expectations, the amount of new information, and how that information is presented when designing virtual simulation experiences for learners.

Social Cognitive Learning

Another theory, congruent with constructivism and relevant to virtual simulation is Albert Bandura’s (1977) social cognitive learning theory. Bandura claimed that much of a person’s life is rooted in social experiences and that by observing and modeling others’ behaviours during these experiences, learners gain knowledge, and skills. Bandura noted that four conditions are required for learning to take place through modeling, and observation. These are: attention (i.e. paying attention), retention (storing information/behaviour learned), reproduction (performing), and motivation (modeling the behaviour observed). Social cognitive learning is important to the virtual simulation enactment and the debrief as much of the learning from virtual simulation comes from modeling and observation within the simulation. It also occurs through facilitator and peer interactions during and after the simulation.