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

Abstract

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.

The impact of e-learning, gender-groupings and learning pedagogies in biology undergraduate female and male students’ attitudes and achievement

“…This research aimed to investigate and evaluate how undergraduate female and male students' attitudes and achievement in biology were influenced within e-learning and in-classroom settings, designed and implemented using collaborative and traditional learning pedagogies in single-gender and mix-gender groupings. The GCC countries face the excellent opportunity to take advantage of the educational revolution that the internet, new technologies, and the collaborative pedagogy have encouraged, particularly in STEM disciplines (Almasri, 2022;Austin, 2017; Vision and Change in Undergraduate Biology Education 2010), to support new pedagogical practices and adapt them to their particular cultures (Kim, 2008;Örnek, 2015). It is drawn that what works in one country does not necessarily work in another because each culture has its socio-cultural variables.…”

“…It is challenging for STEM educators within eastern countries, particularly in the GCC region, to adequately address technology in their classes [68]. Moreover, cultural and social aspects are other crucial issues related to using technology in education within these countries (Almasri, 2022;Al-Sharhan, 2018). Thus, to correctly address these kinds of issues, the need arises for a comprehensive study on how e-learning, gender, gender-grouping, and collaborative learning affect undergraduate students' attitude and achievement in biology in the GCC conservative gender-segregated countries.…”

“…Internet and the rapid improvements in communication technology have influenced a revolution in education in the past two decades (Almasri, 2022;Adams & Morgan, 2007;Alonso et al, 2005;Austin, 2017;Kim & Park, 2020;Rudestam & Schoenholtz-Read, 2010;Szymkowiak et al, 2021; Vision and Change in Undergraduate Biology Education 2010; Wang & Chen, 2007;World Economic Forum, 2020). As a consequence, the e-learning modality has emerged (Clark-Ibáñez & Scott, 2008;Li, 2020;Rudestam, 2004;Saba, 2005) and has greatly influenced the Science, Technology, Engineer, and Mathematics (STEM) disciplines in general and biology education in particular (Austin, 2017;Goldenfeld & Woese, 2007; Vision and Change in Undergraduate Biology Education 2010; Woese, 2004).…”

Cultura escolar, eslabón fundamental para la educación inclusiva

“…En la cultura escolar la actitud es un factor que repercute a varios niveles proyectando expectativas positivas que son importantes para una exitosa relación y particularmente para los resultados de los estudiantes. Los docentes con actitudes positivas hacia una cultura escolar tienden a estar más dispuestos a ajustar sus enfoques para beneficiar a todos los alumnos con una variedad de necesidades de aprendizaje (Almasri, 2022).…”

Investor’s Learning Style and Knowledge Acquisition Dimension: The Role of ICT in Maximising Knowledge Acquisition

“…Previous knowledge acquisition literature Alexander (2017), Almasri (2022), Olanipekun et al (2020) stated that individuals acquire knowledge latently and actively, with each latent category having tacit and material sub-dimensions and active categories with actor, kinetic, and cross-cutting catalytic epiphany (CCCE) sub-dimensions. On the other hand, knowledge acquisition is classified into two dimensions: knowledge and application (Tavares et al, 2019).…”