Paper details
| Paper authors | Stuart Gordon |
| In panel on | Teaching Global Humanitarian Assistance in Turbulent Times: Challenges and Opportunities in Higher Education |
| Paper presenter(s) will be presenting |
In-Person / |
Abstract
Simulation-based learning is a prominent strategy in humanitarian education, yet there is little evidence on how the level of realism—or fidelity—affects specific learning outcomes. This paper addresses that gap through a mixed-methods comparative study of three humanitarian crisis simulations, each with a different fidelity tier (low, medium, and high). The study used knowledge assessments and qualitative reflections to examine how fidelity shaped students' understanding of operational and political complexities.
The results demonstrate statistically significant learning gains across all groups, with the high-fidelity simulation yielding the greatest improvements. A clear link between increased realism and deeper learning was confirmed, as students in more realistic scenarios reported a stronger grasp of the institutional constraints, political dynamics, and emotional pressures inherent in a crisis response.
This study provides empirical evidence for the crucial question of not if simulations should be used, but how to design them effectively. It offers a framework for educators to align simulation complexity with pedagogical objectives and resources, supporting a more nuanced approach to experiential learning in humanitarian studies.
Presenters
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