89 © Springer Nature Switzerland AG 2021 A. Hui, C. Wagner (eds.), Creative and Collaborative Learning through Immersion, Creativity in the Twenty First Century, https://doi.org/10.1007/978-3-030-72216-6_6 Chapter 6 The Relationships Among Simulation- Based Learning, Creativity, and the Learning Approach in Higher Education Anna Na Na Hui , Michael S. Eason, Ray C. C. Cheung , Linda C. H. Lai , Denvid Lau , and Trevor Lam 6.1 Literature Review Simulations are defned as “artifcial environments that are carefully created to man- age individuals’ experiences of reality” (Bell et al. 2008, p. 1417). Simulation-based learning is related to the learning experiences using electronic or artifcial environ- ments to apply concepts and practice skills. Simulation-based learning creates a pedagogical, cultural, social, and physical environment that provides a safe setting for learners to engage in the experiential learning (Dieckmann 2009). Bell et al. (2008) summarized four major instructional features of simulation-based learning, including the following: (a) the richness of the learning experience through multi- media content, for example, using still images, graphics, stories, or narratives in videos or audio to create a highly realistic and relevant context; (b) immersion into an experience by exposing one to signifcant contextual characteristics similar to the professional feld or knowledge domain; (c) interactivity among different potential stakeholders, for example, characters and virtual agents that simulate competitors, coworkers, or clients; and (d) verbal or nonverbal communication to share informa- tion, provide instructional support, or create collaborative performance environ- ments, for example, discussion boards and chat rooms. Past research studies showed that simulation-based learning was fun (Rosen 2008) and effective if the facilitators adopted appreciate planning and educational principles (McGaghie et al. 2010; Cook et al. 2011). A recent research from Keskitalo et al. (2014) suggested a meaningful pedagogical model for simulation- based learning in medical education. Using the ideas of facilitating, training, and learning processes (Kansanen et al. 2000) and meaningful learning (Hakkarainen A. N. N. Hui (*) · M. S. Eason · R. C. C. Cheung · L. C. H. Lai · D. Lau · T. Lam City University of Hong Kong, HKSAR, Hong Kong, China e-mail: annahui@cityu.edu.hk; michaeleason@lifespancounselling.com; racheung@cityu. edu.hk; smllai@cityu.edu.hk; denvid.lau@cityu.edu.hk; honslam3@cityu.edu.hk