Multimedia simulations that foster transfer: Findings from a review of the literature

Jennifer G. Cromley, Lu Etta Mae Lawrence

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

High-quality multimedia simulations are increasingly available to educators, but reviews of the simulations literature have rarely considered how they affect deep learning outcomes such as transfer separately from lower-level learning such as fact acquisition. We report on a meta-analysis of published studies that report simulation effects, specifically on transfer measures as one indicator of deep learning. We describe the findings from 5 studies comparing transfer from simulations versus business-as-usual (BAU) control groups ("Do simulations stimulate transfer more than regular teaching of the same subject?," d = .57) and findings from 7 studies comparing transfer from modified simulations versus unmodified simulations (active control groups: "Can simulations be improved to increase transfer compared to unmodified simulations?," d = .64). We identify the scale (visible vs. not visible) and familiarity (familiar vs. unfamiliar) of content as moderators of effects of simulations in the BAU control group studies. We identify the complexity and appropriateness of scaffolding as moderators of effects of simulations in the active control group studies. We close with 7 recommendations for researchers, designers, and teachers working with simulations in BAU or active control group investigations.

Original languageEnglish (US)
Title of host publicationStrategies for Deep Learning with Digital Technology
Subtitle of host publicationTheories and Practices in Education
EditorsRobert Zheng
PublisherNova Science Publishers, Inc.
Pages93-110
Number of pages18
ISBN (Electronic)9781536131833
ISBN (Print)9781536131826
StatePublished - Jan 29 2018

Keywords

  • Deep learning
  • Feedback
  • Meta-analysis
  • Multimedia
  • STEM
  • Simulation
  • Transfer

ASJC Scopus subject areas

  • Social Sciences(all)

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  • Cite this

    Cromley, J. G., & Lawrence, L. E. M. (2018). Multimedia simulations that foster transfer: Findings from a review of the literature. In R. Zheng (Ed.), Strategies for Deep Learning with Digital Technology: Theories and Practices in Education (pp. 93-110). Nova Science Publishers, Inc..