Instructional support for learning with agent-based simulations: A tale of vicarious and guided-exploration learning approaches

Abstract Science content knowledge is essential for many applied practices within health-care professions. With this aim in mind, the current study seeks to promote in-depth conceptual understanding of science pharmacology content among students from health-care programs—nursing, nutrition, and health education—by introducing learning with agent-based models. While the literature shows that learning with agent-based models promotes better conceptual understanding than more traditional approaches, to achieve these potential benefits, instructional supports are needed. This study employed an experimental pre- and posttest design comparing two forms of instructional approaches for learning with agent-based models: one group learned with agent-based models using the vicarious approach, where pairs observed and collaboratively discussed recordings of others' learning with agent-based models; the other group explored agent-based models in pairs while collaboratively discussing a set of text-based prompts, the guided-exploration approach. The results revealed significantly higher pharmacology learning gains following the vicarious instructional approach compared with the guided exploration of agent-based models. Thus, findings suggest that learning from observation can be comparable and even superior to the guided-exploration approach with regard to the immediate knowledge gains when collaborative dialoguing with a peer while observing dialogue of others takes place. Future research should evaluate this instructional effect on knowledge retention and with long-term interventions.