Abstract
In his thought-provoking review of current trends in educational research, Winn offers advice to practitioners and to researchers concerning the role of computer-based simulations in education (Winn, W. (2000). Educ. Psychol. Rev. 14, 331–351). In this critique, I offer two proposals for consideration by those who wish to make practical recommendations about learning environments: (1) Recommendations for practice should be based on specifically relevant evidence. (2) The available methods for collecting evidence should not exclude controlled experiments; instead, researchers should be free to choose among experimental or observational methods, use quantitative or qualitative measures, focus on artificial or naturalistic settings, and invent new techniques as needed. In short, I join the call for evidence-based practice and issue-driven research.
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Mayer, R.E. Learning Environments: The Case for Evidence-Based Practice and Issue-Driven Research. Educational Psychology Review 15, 359–366 (2003). https://doi.org/10.1023/A:1026179332694
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DOI: https://doi.org/10.1023/A:1026179332694