Scoping Review of Research on Digital Simulations and Serious Games in Educational Leadership and Management
Issued Date
2025-01-01
Resource Type
ISSN
15700763
eISSN
17445043
Scopus ID
2-s2.0-85217007318
Journal Title
Leadership and Policy in Schools
Volume
24
Issue
1
Start Page
178
End Page
199
Rights Holder(s)
SCOPUS
Bibliographic Citation
Leadership and Policy in Schools Vol.24 No.1 (2025) , 178-199
Suggested Citation
Hallinger P., Banoğlu K., Gümüş S. Scoping Review of Research on Digital Simulations and Serious Games in Educational Leadership and Management. Leadership and Policy in Schools Vol.24 No.1 (2025) , 178-199. 199. doi:10.1080/15700763.2024.2447315 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/105279
Title
Scoping Review of Research on Digital Simulations and Serious Games in Educational Leadership and Management
Author(s)
Corresponding Author(s)
Other Contributor(s)
Abstract
This scoping review examined 41 peer-reviewed articles on digital simulations and serious games used in educating school leaders. Content analysis documented the wide range of theories and topics incorporated into existing educational leadership simulations, e.g. instructional leadership, change management, problem-solving, coaching, and ethical decision-making. Although authors often concluded that simulations enhanced learners’ knowledge (e.g. legal literacy), skills (e.g. instructional leadership), and attitudes (e.g. self-efficacy), weak research designs and methods limited the strength of evidence. This underscores the need for experimental and quasi-experimental, mixed-methods research capable of evaluating and illuminating the nature of the impact that simulations have on learner engagement and outcomes.