Global Simulation Learning In Higher Education Market is valued at USD 1340.44 Million in 2020 and is expected to reach USD 2827.84 Million by 2027 with the CAGR of 13.25 % over the forecast period.
Simulation is a new medium with three primary characteristics that open up additional opportunities for students to learn. Simulations are computational, responsive, and connected.
Simulations are computational. As a computational medium, simulations can emulate systems that exist in the world. We live in an era of systems including the environment, political systems, economic systems, and businesses. Instead of explaining business processes through words, simulations provide a model of a business system that students can explore.
Simulations are responsive. Unlike a book, simulations can respond to outside stimuli and student decisions. When faculty or students interact with simulations they create scenarios and can analyze a range of decisions and outcomes linked to those decisions.
Simulations are connected. Unlike traditional media, simulations are a medium of information sharing. If students want to talk about the effect of some policy change, they can model it in the simulation and share the results. The natural “show and tell” aspect of simulations means depicting and describing are on equal footing. Faculty can assimilate the results from a large set of student runs to share general insights with the entire class.
Scope of The Report
This report analyses the global market for Simulation Learning In Higher Education. The report will enable the user to understand and gain insights into the current and forecast market situation. The market is comprehensively analyzed by geography to give complete information on the global scenario. The qualitative and quantitative data provided in this study can help user understand which market segments, regions are expected to grow at higher rates, factors affecting the market and key opportunity areas. The report also includes competitive landscape of key players in the industry along with emerging trends in the market.
1. Forio Corporation
4.Capsim Management Simulations, Inc.
7.Innovative Learning Solutions
Above mentioned companies were scrutinized to assess competitive landscape of global Simulation Learning In Higher Education market. Report provides company profiles of each player. Each profile include company product portfolio,business overview, company governance, company financials, business strategies, manufacturing locations and production facilities, company sale, recent developments and strategic collaborations & partnerships, new product launch, company segments, application diversification and company strength and weakness analysis.
Review Period: (2015-2027)
Historic Period: 2015 to 2020
Forecast Period: 2021 to 2027
Base Year: 2020
Unit: USD Million
This Simulation Learning In Higher Education market report provides insights on new trade regulations, market size, regional and segment market share, product/service launches, product pipeline analysis, impact of Covid-19 on, key regions, untapped markets, patent analysis, approvals, continuous innovations and developments in the market.
•North America: U.S., Canada and Rest of North America
•Europe: UK, France, Germany, Italy, Spain and Rest of Europe
•Asia Pacific: China, Japan, India, Australia, Southeast Asia and Rest of Asia Pacific
•Latin America: Brazil, Mexico, Argentina and Rest of Latin America
•Middle East and Africa: Gulf Countries, Israel, Africa and Rest of Middle East and Africa
oScience, technology, engineering, and mathematics (STEM) Simulations
oArts & Science Schools
Adoption from Institutions
At the university level, institutions are adopting advanced methods, such as smart learning, to provide unconventional pathways and prospects for students to develop significant and valuable skills in line with industry requirements. The collaborative approach with educational institutes will create great traction for the Simulation Learning market growth.
Effect of COVID-19
The recent COVID-19 outbreak has obstructed the global education industry. The pandemic is foreseen to have enormous economic consequences, and it is also having a distressing impact on global education. According to the latest figures released by the UNESCO, 1.3 billion learners around the world were not able to attend schools, as of March 23, 2020. Many schools, colleges, and universities are closed across the world. Leading to the individual learning prospects and wide acceptance of the online learning platforms to streamline the flow of learning will be catalyst for the Simulation Learning market growth.
Increased in Higher Education Index
Simulation learning is attaining great traction in the education sector due to the growing number of students applying for higher educational studies. Simulation learning solutions are developed primarily to cater to the Technical Vocational Education and Training (TVET) and medical education segments. With increased Internet penetration in developing countries, computer and web-based simulations are gaining traction in the market.
Growing Penetration of STEM
The STEM simulation learning segment accounted for more than 70% of the total market share. Vendors are conceiving simulations for students of STEM courses, which can supplement traditional classroom courses. These simulation learning courses are scalable and can cater to the learning needs of a vast number of higher education students irrespective of their locations. The mounting penetration of STEM simulation learning in developed countries will boost this market’s growth in the coming years.
Recognize the considerable competencies
The first challenge in assessment is to recognize those competencies or know-how that need to be considered. There are parallels here with the process of identifying and articulating learning objectives. Those involved in simulation-based teaching do not try to cover the whole of a particular curriculum but select areas that more traditional methods of teaching may not deliver so effectively. For example, they can help trainees prepare for clinical challenges by giving them an opportunity to apply theoretical knowledge, practical skills and non-technical skills in a manner approaching the complexity of clinical practice. The individual and collective expertise in selecting the learning conclusions to target in courses has been acquired through an iterative process of designing courses, retaining what works and eliminating what doesn’t. Pressure is now coming from a variety of sources, whether external regulation or internal quality control, to provide evidence that participants on training programmers have reached a satisfactory standard. We can use the experience of selecting learning outcomes to help those charged with the responsibility of developing assessment instruments. We are moving beyond a world of high-stakes assessment that focuses on history taking, physical examination and planning interventions to a world of assessment of the management of sick patients with disordered physiology undergoing a wide variety and range of therapeutic interventions.
Establishment of instruments and metrics
There needs to be sufficient work done to produce a number of useful instruments and metrics to measure a variety of important skills in a diverse set of domains e.g. STEM (Science, technology, engineering, and mathematics) domains.
•An overview of the global Simulation Learning In Higher Education market
•In depth analysis of market dynamics and major factors such as drivers, restraints, opportunities and trends influencing the global market
•Global Simulation Learning In Higher Education market revenue data historic and forecast analysis (2015 to 2027)
•Characterization and quantification of the market segments for Simulation Learning In Higher Education market
•Market share analysis of key market participants and their competitive landscape
Important Questions Answered By Global Simulation Learning Market Report
•What is the impact of COVID 19 epidemic on the global Simulation Learning In Higher Education market?
•Which is mostly affected region, country?
•Which is the current largest and fastest-growing region?
•What is the market size and growth rate of the global Simulation Learning In Higher Education market?
•What are current factors affecting the growth of market?
•What are Key trends and opportunity areas?
•Within Simulation Learning In Higher Education market, which segments are fastest growing & emerging strongly? What are the drivers and restraints for each segment? What are vendor competencies by segment?
•What are the major strategies adopted by leading market companies?
•What are company challenges and essential success factors by market segment?
•How company offerings and supply chain capabilities are shifting to meet emerging market needs?