Computer-Based Simulations in Social Work Education: A Scoping Review

Simulation-based learning is important in social work education. Most common is human-based simulations. In recent years, computer-based simulations have emerged as alternative. A question is if computer-based simulations differ from human-based, are similar abilities, that is, competence, trained when the simulation is computer-based? Purpose: Survey the international experiences of using computer-based simulations in social work education. Method: A five step scoping review. Databases focused on educational issues and social work was searched (Eric, Sociological Abstracts, Web of Science, Scopus). Sixteen publications were included. Results: Five different didactic categories of computer-based simulations were identified. The most common use of computer-based simulations is to practice student's procedural competence, and in lesser extent to enhance students' meta-competence. Feedback and reflection are central for computer-based simulation, as for human-based simulations. Conclusion: The study shows a didactic field under development and that computer-based simulations provide opportunities to train self-reflection and critical thinking in social work education.

Automated summary

The study explores the international experiences of using computer-based simulations in social work education. Computer-based simulations mainly focus on practicing students' procedural competence and to a lesser extent enhancing students' meta-competence. Feedback and reflection play crucial roles in both computer-based and human-based simulations.