simulation-based-learning
Filtering by topic simulation-based-learning(2)Clear all filters
- PaperComputers & Education27 Jun 2026
Operationalizing cognitive apprenticeship through generative AI pedagogical agents: Proactive and contextualized guidance in simulation-based learning
Po-Yao Chao, Yu-Chen Cheng, Kuan-Chieh Chen, Ying-Siou Chen et al.
This study operationalizes cognitive apprenticeship theory using generative AI pedagogical agents to provide proactive, contextualized guidance in simulation-based learning environments. The agents support learners by modeling expert thinking and scaffolding complex tasks within simulations.
- PaperJournal of Learning Analytics20 Mar 2026
12 Heuristics for Learning Analytics in Simulation-Based Professional Learning
Susan Harrington, Charlott Sellberg
Develops 12 heuristics for evaluating learning analytics in simulation-based professional learning by combining a top-down theoretical framework with bottom-up empirical analysis. The heuristics address technological, pedagogical, and social dimensions, refined through expert review.
Original abstract
This study aims to develop a set of heuristics tailored for evaluating learning analytics in simulation-based professional learning, focusing on the following research questions: (1) What heuristics are appropriate for evaluating learning analytics in simulation-based professional learning contexts? (2) How can theoretical frameworks and empirical findings be combined in the development of such heuristics? (3) How can expert evaluation inform their refinement and applicability? The study combines a top-down approach, drawing on a theoretical framework for learning experience design, with a bottom-up analysis of empirical findings from prior studies in the context of a design project. An initial set of heuristics was iteratively reviewed and refined in collaboration with experts in user and learning experience design. The outcome is a detailed heuristic framework that supports the evaluation of learning analytics in simulation-based settings and accounts for the technological, pedagogical, and social dimensions of professional learning.