Claims about the efficacy of simulation as an instrumental strategy are both relatively unsubstantiated and inconclusive. This study evaluates 93 empirical research studies concerned with simulation for instructional purposes using meta-analysis as a procedure to integrate the results of research findings. The simulation studies could be classified as being concerned with student cognitive development or retention, or attitude formation. Meta-analysis of the data revealed that simulation as an instructional strategy is only more effective than the lecture method for attitude formation. The results also suggested that the simulation characteristics, duration, and sample size of the simulation group are important variables.
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Dekkers et al. (1981) studied this question.