An analysis of virtual simulations from the TPACK perspective

INTRODUCTION. Virtual simulations (VS) have increased their presence in the higher education training actions during the last years and has been consolidated as a result of the COVID-19 pandemic as a powerful tool that allow us to overcome many of the limitations of the face to face simulation rooms, related to costs and replicability. However, there is a lack of studies about the use of theoretical models, such as the TPACK, for the analysis of VS. METHOD. In this article a systematic review of the literature is conducted with the main aim of analysing the characteristics of the VS used in higher education during the last decade (2012-2022) from the optic of the TPACK model. RESULTS. The main findings are the big use of VS in Health-related areas and especially in the American continent (Unite States and Canada); the screen-based and computer-based simulation played online as the most common technological features; and the Experiential learning, the Situated learning and the Problem-based learning as the most common theories for the pedagogical justification of VS in higher education. DISCUSSION. A series of relationships has been spotted among the technological, pedagogical and content features of the VS that help us to better understand this tool that has a growing use, especially in the health field. Conclusions show, on the one hand, the lack of articles that properly describe the use of VS according to the TPACK requirements and, on the other hand, the adequacy and viability of this model for the analysis and development of VS.