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Simulation-based learning has become an increasingly significant component of higher education, offering immersive, authentic environments that support the development of skills. Yet despite their pedagogical promise, simulations remain underutilised due to limited and inconsistently designed assess...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad de Huelva (UHU) |
| Repositorio: | Arias Montano. Repositorio Institucional de la Universidad de Huelva |
| Idioma: | inglés |
| OAI Identifier: | oai:dnet:ariasmontano::41dd028a9f1a9f58f87357c8b938fc33 |
| Acceso en línea: | https://hdl.handle.net/10272/28218 |
| Access Level: | acceso abierto |
| Palabra clave: | Simulation-based learning Experiential learning Authentic assessment Business simulation Higher education Aprendizaje basado en simulación Aprendizaje experiencial Evaluación auténtica Simulación empresarial Educación superior 58 Pedagogía |
| Sumario: | Simulation-based learning has become an increasingly significant component of higher education, offering immersive, authentic environments that support the development of skills. Yet despite their pedagogical promise, simulations remain underutilised due to limited and inconsistently designed assessment practices. Much of the existing literature highlights strong learner engagement and perceived benefits, but also reveals a persistent assessment gap in which simulation activities are evaluated through reflective writing or self-report rather than analytics and behavioural performance data. This conceptual paper argues that simulations can only realise their full educational potential when they are reframed as assessment-integrated learning environments, rather than enrichment tools. Drawing on experiential learning theory, authentic assessment, and learning analytics, the paper introduces the Assessment-Integrated Simulation Learning Cycle (AISLC) - a holistic model that aligns simulation design with learning outcomes, embeds performance measurement, incorporates authentic artefacts and reflective integration, and connects outputs to feedback and credentialing. By synthesising insights from simulation research, competency-based education, and emerging analytics frameworks, this paper advances a new conceptualisation of simulation-integrated assessment. The paper concludes by outlining limitations and proposing a research agenda to support empirical validation, cross-disciplinary learning, and the ethical use of simulation analytics in assessment. --------------------------------------------------------------------------------------------------------- |
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