How effective is instructional support for learning with computer simulations?

Abstract

The study examined the effects of two different instructional interventions as support for scientific discovery learning using computer simulations. In two well-known categories of difficulty, data interpretation and self-regulation, instructional interventions for learning with computer simulations on the topic ''ecosystem water'' were developed and tested using a sample of 124 eighth graders in science classes. The results demonstrate the effectiveness of instructional support for domain-specific factual, conceptual, and procedural knowledge acquisition. Students who received either only instructional support for data interpretation or only for self-regulation achieved the highest learning outcomes. However, a combination of instructional support for data interpretation and self-regulation seemed detrimental for knowledge acquisition. Students who received instructional interventions for both data interpretation and self-regulation also showed the highest values of perceived cognitive load. High cognitive load could be a reason for why a combination of particular instructional interventions does not lead to the expected positive learning outcomes.

Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review

“…Based on the findings from the literature, four tools had a positive impact (Prompts for self-reflection; Science Writing Heuristic; Evidence palette-belief meter; Argumentation palette). The Prompts for the self-reflection tool was found to improve the acquisition of conceptual knowledge (Eckhardt et al 2013), the Science Writing Heuristic was found to benefit students' conceptual understanding and metacognition, as well as their understanding of the nature of science (Keys 2000;Keys et al 1999), the Evidence palette facilitated reasoning by supporting memory (Lajoie et al 2001), and the Argumentation palette enabled students to both categorize the evidence that they have posted and prioritize their importance (Lajoie et al 2001). The literature review about the Discussion phase also revealed a tool with mixed results (Hints).…”

“…The Prompts for self-reflection (Eckhardt et al 2013) encourage students to assess their inquiry process and describe their reasoning. When doing so, their acquisition of conceptual knowledge improved (see Table 7).…”

“…; Did you vary only one variable before you started with the computer simulation?'' (Eckhardt et al 2013, p. 114) When students were prompted to assess their work the acquisition of conceptual knowledge improved Eckhardt et al (2013) Hints Prompts ' 'Veermans et al (2000) supported the process of experiment design and the drawing of conclusions by giving hints for designing proper experiments, by analyzing the experimentation behaviour of learners, and by providing the students with feedback on the accuracy of their conclusion from the experiment.'' (de Jong 2006b, p. 115) ''Compared to a group of students who received pre-defined feedback…, the group with adaptive feedback did not score better on knowledge post-test, but differences in processes were found, indicating that the students who received the adaptive feedback used a better inquiry approach … than the other students.''…”

Instructional Support for Intuitive Knowledge Acquisition When Learning with an Ecological Computer Simulation

“…Prior to developing the computer program, twenty-eight biology teachers were interviewed with regard to the biological content. Based on their statements, the water-ecological computer program 'SimBioSee' was developed comprising domain specific fundamentals as well as a computer simulation on the predator-prey relationship between the two endemic fish species 'pike' and 'rudd' [84]. The computer program comprises an introduction with a manual, particular information pages, and a worked-out example.…”

Guidance Provided by Teacher and Simulation for Inquiry-Based Learning: a Case Study

“…Prompts for self-reflection for the whole inquiry process (Eckhardt, Urhahne, Conrad, & Harms, 2013).…”