Diving into the particle model: Examining the affordances of a single user participatory simulation

Langbeheim, Elon; Levy, Sharona T.

doi:10.1016/j.compedu.2019.05.006

Cited by 8 publications

(15 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students might be influenced by others and overly emphasize racing to win. Second, in simulating a system, while students develop an agent-based perspective through controlling behaviors of the role, they might lose sight of the overall change in the system (Langbeheim & Levy, 2019). Finally, researchers are also concerned that a participatory simulated game could become too challenging to some students because of the overwhelming cognitive load of synthesizing many different elements (Ayres & Sweller, 2005).…”

Section: Effects Of Participatory Simulations On Cognitive Outcomesmentioning

confidence: 99%

“…Their research results in an algorithm class showed that those students who used participatory simulations were highly motivated and had better understanding of complex sorting algorithms than the students in the control group. In science, participatory simulations have been used to model complex and dynamic systems such as a predator prey system, disease transmission, behaviors of bees or behaviors of matter (Colella, 2000; Klopfer et al, 2005; Langbeheim & Levy, 2019; Peppler et al, 2010). Studies have shown that students' understanding of science concepts, understanding of complex system components and inquiry skills were improved when they had access to different forms of participatory simulations (Colella, 2000; Rates et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Only a few studies have made direct comparisons of participatory and nonparticipatory simulations. Langbeheim and Levy (2019) compared students' learning gains using participatory and nonparticipatory, conventional simulations. A participatory simulation was defined in their study as a simulated system in which the user takes control of an entity and engages with the system, but the simulated system was designed with no emphasis on role‐playing or collaboration with social interaction (Langbeheim & Levy, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Langbeheim and Levy (2019) compared students' learning gains using participatory and nonparticipatory, conventional simulations. A participatory simulation was defined in their study as a simulated system in which the user takes control of an entity and engages with the system, but the simulated system was designed with no emphasis on role‐playing or collaboration with social interaction (Langbeheim & Levy, 2019). Students used participatory simulation to control and observe their individual agents, while the other students in the nonparticipatory simulation group observed and manipulated the global properties of a computational model (such as “temperature”).…”

Section: Introductionmentioning

confidence: 99%

“…Previous research has shown the superior affordances of the participatory simulation over conventional simulation (Langbeheim & Levy, 2019). We set out to further our understanding of the affordances of multi‐team participatory simulated games (MPSG) versus single‐team participatory simulated games (SPSG).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Investigating learners' engagement and science learning outcomes in different designs of participatory simulated games

Lee

Shih

Liang

et al. 2021

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

Section: Effects Of Participatory Simulations On Cognitive Outcomesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Investigating learners' engagement and science learning outcomes in different designs of participatory simulated games

Lee

Shih

Liang

et al. 2021

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

From feeling forces to understanding forces: The impact of bodily engagement on learning in science

Zohar

Levy

2021

J Res Sci Teach

Self Cite

View full text Add to dashboard Cite

Embodied cognition theories view sensorimotor activity as fundamental to learning, knowing, and reasoning. To investigate the role of physical movement in conceptual learning, we developed and explored an Embodied Learning Interactive Chemistry environment (ELI‐Chem). The ELI‐Chem learning environment includes a computer simulation, a device for interacting with the simulation, and an online activity guide. In particular, we focused on the topic of chemical bonding—an abstract and nonintuitive phenomenon that is crucial to chemistry learning and that presents pervasive problems in learning. The ELI‐Chem learning environment embodies atoms' movement through four increasing degrees of bodily engagement in terms of range of motion and forces—movie, simulation, joystick, and haptic device (applies force feedback). A randomly assigned pretest‐intervention‐posttest four‐group comparison design was used with a mixed‐methods research approach. Quantitative analysis of pretest and posttest questionnaires tested the conceptual learning. Qualitative analysis of students' filled activity guides explored students' perceptions of the learning process and features of understanding. The participants were 48 high school chemistry students, 12 students in each degree of bodily engagement. During the activity, students were prompted to discover the forces underlying chemical bonding and to explore the energy changes involved. We found an increase in students' conceptual understanding in all four degrees of bodily engagement, with significantly higher learning gains and causal understanding in the haptic condition with a greater range of motion and forces. This study highlights the states in which embodied learning uniquely contributes to understanding and perception: absence of prior embodied experience, learning about a nonvisual concept related to forces, and a high congruence with the concept learned.

show abstract

Simulations to Teach Science Subjects: Connections Among Students’ Engagement, Self-Confidence, Satisfaction, and Learning Styles

Almasri

2022

Educ Inf Technol

View full text Add to dashboard Cite

With the increasing technology integration practices in education, the adoption of computer simulations to teach conceptual understanding of science concepts is widely accepted by educators across the globe. To understand the connections between learners’ engagement and satisfaction with simulations for science learning and their learning styles, the present study analyzed 1034 university students' perceptions and experiences of using simulations for learning physics, chemistry, and biology subjects. The study took place in a large public university in a gulf country. Precisely, this study provides an empirically driven exploration of the connection between tertiary students' engagement and satisfaction with simulation-based learning and their learning styles. The findings of this study showed that the participants showed a very high level of engagement and satisfaction with the use of simulations for learning science concepts in the subjects of physics, chemistry, and biology. Their self-confidence and VAK learning styles, particularly the kinesthetic style, were significant predictors of their engagement and satisfaction with the learning process. The findings from this study have implications for the benefit of researchers and practitioners interested in the effective adoption of computer simulations as a pedagogical approach in science education.

show abstract

Diving into the particle model: Examining the affordances of a single user participatory simulation

Cited by 8 publications

References 54 publications

Investigating learners' engagement and science learning outcomes in different designs of participatory simulated games

Investigating learners' engagement and science learning outcomes in different designs of participatory simulated games

From feeling forces to understanding forces: The impact of bodily engagement on learning in science

Simulations to Teach Science Subjects: Connections Among Students’ Engagement, Self-Confidence, Satisfaction, and Learning Styles

Contact Info

Product

Resources

About