Exploring Simulation Pedagogy in Higher Education: A Narrative Review
DOI:
https://doi.org/10.63410/jds2025/07Keywords:
Higher Education Pedagogy, Simulation-based Teaching, Instructor Roles, Business Simulations, Experiential Learning, GamificationAbstract
Interactive learning methods, particularly business simulations, have become increasingly prominent in higher education as they enable students to apply theoretical knowledge to practical, decision-making contexts. However, the effectiveness of simulations largely depends on the pedagogical approaches adopted by instructors. This study aims to identify and analyze different mentoring approaches in which instructors play active roles in simulation-based learning environments.
The research employs a narrative literature review across multiple academic databases, including Scopus, ERIC, and Google Scholar, using structured search criteria. Approximately 400 studies were initially identified, of which 65 met the inclusion criteria following full-text evaluation. A thematic synthesis was conducted to organize the findings and identify distinct pedagogical approaches.
The analysis reveals three primary mentoring approaches: (1) Directive Mentoring, characterized by structured guidance and clear instructional frameworks; (2) Reflective Mentoring, which emphasizes student self-analysis through guided questioning and the integration of theory and practice; and (3) Engagement Mentoring, a student-centered approach that incorporates gamification elements such as rewards, and leaderboards to enhance motivation and participation.
Each approach demonstrates unique strengths and limitations. Directive mentoring provides structure, particularly for students needing guidance.
Reflective mentoring enhances independence and critical thinking. Engagement mentoring increases motivation while addressing autonomy, competence, and relatedness needs. Effectiveness is context-dependent, influenced by class size, demographics, resources, and learning objectives.
No single approach is universally superior, emphasizing situational pedagogical decision-making and potential benefits from integrated strategies. Findings offer practical guidance for educators and a foundation for future empirical research on simulation-based learning in higher education.
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