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Abstract
  • Digital simulations can train professional competence in a safe and structured environment. Effects of knowledge acquisition as an important aspect of professional competence in digital simulations are, however, inconsistent. The aim of the present study was therefore to explore how knowledge acquisition can be promoted in a digital simulation that trains pre-service-teachers’ diagnostic competence. We compared the effects of a quiz in a digital simulation to a mind mapping control condition to investigate the presence and size of a testing effect on knowledge acquisition. Sixty-four pre-service teachers participated in the experimental study, 28 of whom also answered a six-week follow-up questionnaire. Results show greater knowledge acquisition between pretest and posttest in the quiz condition, but not extending to follow-up, indicating a short-term testing effect. Implementing a quiz could therefore be a promising means to enhance knowledge acquisition in digital simulations. However, promoting knowledge retention in digital simulations remains an important task for future research.
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