Simulation-Based Learning in Higher Education

By Marisa Graser

Published Sep 05, 2022 · Updated Mar 07, 2026

Students learn complex skills best when they can apply knowledge in realistic situations, but giving them that practice inside a university course is not always safe, practical, or ethical. Simulation-based learning offers a way to rehearse judgement, teamwork, and communication before students face the real thing, much like case-based alternatives to lecture-led teaching can strengthen applied learning (Van Lehn, 1996).

That matters because real-life practice is often hard to organise well. Some situations are too risky for underprepared students, some critical scenarios occur too rarely to teach reliably, and some learners can feel overwhelmed without enough support. In those cases, simulations can make practice more accessible while still targeting demanding learning outcomes.

Simulation-Based Learning as an Alternative to Real-Life Situations

Chernikova et al. (2020) suggest using simulations to address these constraints. Authentic problems can be recreated in a safer, more manageable environment, while the complexity of each task can be adjusted to match students' readiness (Grossman et al. 2009). That gives learners meaningful practice without exposing them to the full risks of real-life situations.

This helps explain why simulations are now widely used in medical training, teacher education, engineering, and management. Across these disciplines, the benefit is similar: students get structured opportunities to apply knowledge before the stakes become real.

Implementation of simulations

In their meta-analysis, Chernikova et al. (2020) assessed several studies to identify the conditions that help simulations work well in higher education.

First, simulations work best when they develop a range of skills rather than one isolated task. Combining motor and sensory skills with reasoning better reflects the situations students will later encounter in practice.

Second, combining different simulation types can strengthen learning. A mix of real simulations, such as role plays or simulated discussions, and virtual simulations, such as computer-based scenarios, gives students more than one way to practise and transfer what they learn.

The technology itself matters less than the learning design. Both real and computer-based simulations can achieve the desired benefits. However, Chernikova et al. (2020) found some indication that virtual reality might increase the positive effect even further.

Authenticity also matters, but perfect realism is not essential. Highly authentic simulations showed the greatest benefit. Even so, lower-authenticity simulations remained highly effective and were often less expensive and less time-consuming to prepare.

Finding the right time to integrate a simulation into a course is also a common concern. Simulations are often used towards the end of a programme, which helps ensure that students have enough prior knowledge and are less likely to feel overwhelmed. However, Chernikova et al. (2020) found that using simulations earlier also has benefits because it can help students restructure knowledge into higher-order concepts. The key is to provide enough guidance to prevent cognitive overload.

That makes guidance crucial. For students with low prior knowledge, Chernikova et al. (2020) suggest prompts such as checklists or sets of rules. Students with higher prior knowledge, on the other hand, often benefit from integrated reflection on their progress or problem-solving skills. Other helpful options include providing material in advance, offering step-by-step guidance throughout, or assigning specific roles with defined actions or goals.

Students gain complex skills through simulation-based learning

Overall, simulations are especially useful for teaching the complex skills that lectures alone often struggle to develop. Critical thinking and problem solving sit at the centre. By giving students ill-structured problems, for example situations with multiple solutions or unclear rules and principles, educators encourage them to interpret uncertainty and decide how to act rather than simply diagnose and perform (Shin et al., 2003).

Communication skills develop alongside decision-making. Students often need to gather information from others, explain their reasoning, and help implement a solution, all of which mirror real professional practice (Raven, 2000).

Students also build collaboration and teamwork skills when they work in groups or across multiple professional roles, such as an emergency team, which is why the challenges of collaborative learning and its assessment also matter here.

Taken together, simulation-based learning has been shown to have strong positive effects on complex skill development across a broad range of disciplines. Compared with real practice, it may sometimes be even more effective because the teacher can adjust the pace, difficulty, and feedback as needed.

For educators, the practical takeaway is clear: simulations can make high-stakes learning safer, more structured, and more effective.

FAQ

Q: How does student voice and choice play a role in the design and implementation of simulation-based learning experiences?

A: Student voice and choice help make simulations more relevant and effective. When educators seek and use students' opinions, preferences, and interests, they can design scenarios that feel more authentic and engaging. That keeps simulations aligned with educational goals while also reflecting students' real concerns and aspirations. Involving students in shaping or refining these experiences can also strengthen ownership, motivation, and learning outcomes.

Q: In what ways are the effectiveness and impact of simulation-based learning assessed through text analysis or other student-generated data?

A: The impact of simulation-based learning can be assessed through text analysis of student reflections, discussion posts, or written assignments. Looking at that language helps educators understand how students describe their reasoning, critical thinking, and problem-solving, not just whether they reached the right answer. For example, educators can examine the depth of reflection, the use of subject-specific terminology, and the clarity of students' explanations, often using approaches similar to those discussed in our guide to text analysis software for education. This adds qualitative insight that traditional assessments may miss.

Q: How do simulations support diverse student needs and ensure equitable access to learning opportunities?

A: Simulations can support diverse student needs when they offer multiple ways to participate and learn. A mix of real and virtual scenarios, role plays, and team-based activities gives students different routes into the same learning goal. That flexibility can make complex skill development more accessible. To ensure equitable access, educators should also consider barriers such as physical accessibility, technology requirements, and language diversity when designing the activity.

References:

[Source] Chernikova O, Heitzmann N, Stadler M, Holzberger D, Seidel T, Fischer F. (2020) Simulation-Based Learning in Higher Education: A Meta-Analysis. Review of Educational Research, 90(4), 499-541.
DOI: 10.3102%2F0034654320933544

[1] Van Lehn, K . (1996). Cognitive skill acquisition. Annual Review of Psychology, 47, 513–539
DOI: 10.1146/annurev.psych.47.1.513

[2] Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055–2100.
DOI: 10.1177%2F016146810911100905

[3] Shin, N., Jonassen, D. H., McGee, S. (2003). Predictors of well-structured and ill-structured problem solving in an astronomy simulation. Journal of Research in Science Teaching, 40(1), 6–33.
DOI: 10.1002/tea.10058

[4] Raven, J. (2000). Psychometrics, cognitive ability, and occupational performance. Review of Psychology, 7(1–2), 51–74.

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