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"No pain, no gain": Simulation-based learning in teacher education: The mediating role of simulation hindrances.

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  • Additional Information
    • Source:
      Publisher: Public Library of Science Country of Publication: United States NLM ID: 101285081 Publication Model: eCollection Cited Medium: Internet ISSN: 1932-6203 (Electronic) Linking ISSN: 19326203 NLM ISO Abbreviation: PLoS One Subsets: MEDLINE
    • Publication Information:
      Original Publication: San Francisco, CA : Public Library of Science
    • Subject Terms:
      Learning*; Humans ; Male ; Female ; Simulation Training/methods ; Surveys and Questionnaires ; Adult ; Teacher Training/methods ; Anxiety/psychology ; Fear/psychology
    • Abstract:
      Competing Interests: The authors have declared that no competing interests exist.
      Research on educational simulations has attempted to decipher the simulation-based learning (SBL) process by examining factors that facilitate and impede this process. In the current study, we examined the role of SBL participants' hindrances, in particular their experience of anxiety or fear, which we view using the framework of leaving one's comfort zone. Departure from one's comfort zone has never been studied in the context of SBL in teacher education. A quantitative analysis of data collected via a questionnaire on Simulation Learning Outcomes in Teacher Education (SLOTE) revealed a model in which the hindrance variable potentially mediated all of the relationships between the background variables and the simulation learning outcomes (i.e., communication skills and collaborative learning insights). These results improve the theoretical understanding of the SBL process in this field and indicate ways to optimally utilize potential hindrances to plan and apply SBL for the purpose of learning.
      (Copyright: © 2025 Levin et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)
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    • Publication Date:
      Date Created: 20250113 Date Completed: 20250113 Latest Revision: 20250129
    • Publication Date:
      20250129
    • Accession Number:
      PMC11730392
    • Accession Number:
      10.1371/journal.pone.0317255
    • Accession Number:
      39804843