Introductory psychology laboratories using graphic simulations of virtual subjects

Abstract

Graphical simulations of the behavior of virtual subjects in laboratory or field microworlds were developed to teach research principles to introductory psychology students. Students conduct studies in laboratory classes, assuming the primary role of being an experimenter. Microworld modules were designed to foster the flexible exploration of important steps in the research process, including hypothesis generation, research planning and design, behavioral observation or testing, and data summarization and analysis, The modules were designed to impart a sense of behavioral "presence" so that students would obtain an appreciation of realistic behavioral observation and of testing methodologies. Microworlds that have been developed include infant preferential looking (cognitive processes), courting behavior of fireflies, personality test development, working memory, operant conditioning, singlecell recording of sensory function, and testing of brain-damaged people. Principles that guided the development of software modules and laboratory class exercises are discussed.At most American universities, the first course in introductory or general psychology is taught in large lecture classes. This is a cost-effective method for conveying a large amount of information, but didactic lectures are less effective at conveying procedural knowledge about how psychological research is conducted. In other sciences, laboratory sections are used for this purpose. Laboratory exercises have been used in introductory or general psychology courses (Goolkasian, 1988;Kornfield, 1989), but they are still uncommon, apparently being used more often at primarily undergraduate teaching institutions (Hornby & Anderson, 1994).The present paper describes an approach that was developed at Wright State University to provide a large number of students with laboratory experience. Its goal was to enhance the students' understanding ofthe process of conducting psychological research. Introductory psychology at Wright State University is a general education course that is required of all students, not just of psychology majors or students with related majors, and most students enroll in the course during their first year. Currently, over 2,000 students per year complete introductory psychology laboratories in an administrative format similar to that used by other lower level science courses; large lecture classes of400 introductory psychology students are accompanied by 2-contact-hour laboratory sessions (3

Microworlds for experimental research: Having your (control and collection) cake, and realism too

“…CYBERSHOPPER subjects often remarked about particular stores, and most insisted on taking their shopping lists home with them (Rajala, 1996). Other MW studies have typically reported similar indications of interest (Colle & Green, 1996;Ekker et aI., 1988;Elsmore, 1994;Lowman & Norkus, 1987).…”

“…More generally, the term has been associated with computer-simulated environments often used for educational or training purposes (Albers, Brand, & Cellerier, 1991;Good, 1987;Keys, Fulmer, & Stumpf, 1996). In psychological literature (e.g., Colle & Green, 1996;Funke, 1991;Perkey, 1986), and especially in the field of decision making, the term has been more rigorously defined. Berndt Brehmer (1992) and Dietrich Dorner (Brehmer & Dorner, 1993) have most clearly delineated the concept to mean computergenerated simulation environments that real subjects interact with and that possess, to varying degrees, a dynamic (see below), complex (i.e., necessitating multiple considerations by the subject), and opaque (i.e., necessitating exploration) character.…”

Utah Virtual Lab: JAVA interactivity for teaching science and statistics on line

“…Many educational virtual labs (e.g., Colle & Green, 1996;Hachette, Zivian, Zivian, & Okada, 1999;Keenan & Keller, 1980) are built around set research examples. The Utah Virtual Lab differs from these educationally valuable virtual labs in that it allows instructors to create custom research examples.…”

“…Early innovation (Bradley, 1978;Lehman, Starr, & Young, 1975;Rywick, 1975) and steady evolution (Bradley, 1993) have combined to lay a conceptual and practical groundwork for teachers to use computer simulations of laboratory experience as educational tools for teaching the principles of research methods. Among recent examples is the virtual lab developed by Colle and Green (1996), with graphical simulations of virtual subjects. Brown's (1999) Wildcat World allows students to design studies for doing research on human facial features.…”

Effects of Observation With and Without Technology on Learning in Introductory and Advanced Courses

“…That is, could we increase appreciation for psychology as a science through “virtual engagement,” by having students observe a laboratory demonstration in which other students acted as participants and experimenters, rather than conducting the research themselves? Past research notes that engagement through computer simulation can increase interest and motivation in introductory psychology students (e.g., Colle & Green, 1996). Yet, little research has examined whether observing others conducting experiments can increase appreciation for psychology as a science.…”