Digital simulation‐based training: A meta‐analysis

This study examines how design characteristics in digital simulation‐based learning environments moderate self‐efficacy and transfer of learning. Drawing on social cognitive theory and the cognitive theory of multimedia learning, the meta‐analysis psychometrically cumulated k = 15 studies of 25 years of research with a total sample size of N = 2274 learners. The findings indicate that high levels of user control result in higher estimates of...