The effectiveness of using computer simulated experiments on junior high students' understanding of the volume displacement concept

Choi, Byung-Soon; Gennaro, Eugene D.

doi:10.1002/tea.3660240604

Cited by 43 publications

(27 citation statements)

References 23 publications

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“…This implies that the higher the level of control and active learning afforded by the VR-based learning environment, the better the learning outcomes as measured by performance achievement, perceived learning effectiveness and satisfaction. The results corroborate those of Stipek and Weisz (1981), Choi & Gennaro (1987), Rivers & Vockell (1987), Yang & Heh (2007), and Jang, Jyung & Black (2007). However, is in contrast with the research by Keehner & Khooshabeh (2002) that active learning did not contribute to the improvement of performance.…”

Section: Control and Active Learningsupporting

confidence: 89%

“…Research has found that computer-simulated experiments permit more student active involvement in the learning process and thus lead to more understanding of science concepts (Choi & Gennaro, 1987;Rivers & Vockell, 1987;Yang & Heh, 2007). This is in agreement with the principle of constructivist that the more opportunity of active learning, the more positive results the students would gain (Roblyer, 2003;Yang & Heh, 2007).…”

Section: Control and Active Learningsupporting

confidence: 58%

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How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach

Lee

Wong

Fung

2010

Computers & Education

414

100

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Lee, E.A-L., Wong, K.W. and Fung, C.C. (2010)HowThis is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. HOW DOES DESKTOP VIRTUAL REALITY ENHANCE LEARNING OUTCOMES? A STRUCTURAL EQUATION MODELING APPROACH HOW DOES DESKTOP VIRTUAL REALITY ENHANCE LEARNING OUTCOMES? A STRUCTURAL EQUATION MODELING APPROACH AbstractThis study examined how desktop virtual reality (VR) enhances learning and not merely does desktop VR influence learning. Various relevant constructs and their measurement factors were identified to examine how desktop VR enhances learning and the fit of the hypothesized model was analyzed using structural equation modeling. The results supported the indirect effect of VR features to the learning outcomes, which was mediated by the interaction experience and the learning experience. Learning experience which was individually measured by the psychological factors, that is, presence, motivation, cognitive benefits, control and active learning, and reflective thinking took central stage in affecting the learning outcomes in the desktop VR-based learning environment. The moderating effect of student characteristics such as spatial ability and learning style was also examined. The results show instructional designers and VR software developers how to improve the learning effectiveness and further strengthen their desktop VR-based learning implementation. Through this research, an initial theoretical model of the determinants of learning effectiveness in a desktop VR-based learning environment is contributed.

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Section: Control and Active Learningsupporting

confidence: 89%

Section: Control and Active Learningsupporting

confidence: 58%

How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach

Lee

Wong

Fung

2010

Computers & Education

414

100

View full text Add to dashboard Cite

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“…and Choi et al (1987) found that the volume displacement simulation in Earth science had the same effect as hands-on labs, including no difference in results between girls and boys.…”

Section: Developing Conceptual Understandingmentioning

confidence: 85%

“…Boblick, 1972a;Boblick, 1972b) demonstrated that interactive simulations are at least as effective as traditional instructional approaches, such as hands-on lab, for the conceptual understanding of high school students. Zietsman et al (1986) found the same conceptual understanding effectiveness with motion simulation as with science remedial instruction,and Choi et al (1987) found that the volume displacement simulation in Earth science had the same effect as hands-on labs, including no difference in results between girls and boys.J. W. Russell et al (1994) investigated an interactive simulation in which students could change chemical variables and examine the feedback of these changes.…”

mentioning

confidence: 86%

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

Fan¹

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Two mixed-methods studies (a pilot study and a main study) were carried out to investigate the effectiveness of a novel inquiry-based learning method (named the Inquiry-based learning with Interactive Simulation -ILIS approach). The studies focused on 10 th grade students' conceptual understandings about force and motion in physics. In each of the studies, an explanatory mixed methods design was adapted to combine a quantitative phase with a qualitative phase. The initial quantitative phase employed a quasi-experimental method. Participants were randomly assigned to the ILIS approach (experimental group) and conventional instruction (control group) as learning methods. All participants were asked to respond to a test (modified Force Concept Inventory) and surveys (confidence in learning and inquiry process skills of hypothesising, operation, communication, and evaluation). The quantitative phase addresses the first research question: What is the effectiveness of the ILIS approach and conventional instruction respectively on student conceptual learning? The subsequent qualitative phase of each study involving interviewing participants to explore the way in which the students and teachers understood the conceptual learning in relation to potential performance achieved with the ILIS approach. The results showed significant gains in conceptual understanding about forces and motion and inquiry process skills by the experimental groups in comparison to the control groups. The students' inquiry process skills showed the same trend as conceptual learning. Confidence in learning also correlated with students' conceptual understanding. In contrast, the results showed that the conventional instruction has the same positive effect on improving students' confidence in learning as the ILIS approach. Qualitative findings induced that students in the experimental group reported individual perceptions and viewpoints. The qualitative phase involved interviews with three teachers and six students. It revealed that the ILIS approach offers meaningful benefits for students' conceptual understanding, which complements the findings from the quantitative phase. The findings suggested that the ILIS approach may have implications as a practical and effective teaching and learning method in enhancing students to develop their conceptual understanding in physics.ii Declaration by authorThis thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis.I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my research ...

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“…Furthermore, combining both types was considered even more successful. [20,21,22]. Keeping the aforementioned points in mind, and while appreciating the usefulness of both real and virtual labs in the teaching and learning process, it was decided to test the educational effect when switching the order the labs were performed, in class.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Switching the Order of Experimental Teaching in the Study of Simple Gravity Pendulum – A Study with Junior High-school Learners

Tsihouridis

Vavougios

Ioannidis

2017

Int. J. Emerg. Technol. Learn.

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Abstract-The present study focuses on the educational value of lab work while teaching and learning Physics. Specifically, it investigates and compares the learning outcomes between three different experimental groups, in the study of the Simple Gravity Pendulum in the lower secondary school, using a sample of 61 students aged 14-15. The first group comprising 25 students practiced first on virtual and then on real lab, while the second group of 24, first on real and then on virtual lab (change of order in the tasks).An additional third group, involving 12 students, used sensors and data loggers during experimental practice. The educationally optimum order of use of such labs is investigated herein. The learners exploited the capabilities of the lab equipment, in that they themselves designed, constructed, and analysed the simple gravity pendulum. The focus in the teaching and learning of the pendulum was on examining subject relevance in the context of everyday applications, the independency of the period from the mass of the bob, or the amplitude, and the dependence of the period from the pendulum length, and the local acceleration of gravity. The research tools used were a stabilised questionnaire, with 16 closed-type questions and 7 questions asking for a justifying answer, in addition to a semi-structured interview. Data were taken and were appropriately analysed and compared, and conclusions are presented herein. The results confirmed that concerning some teaching objectives, learners' understanding is positively affected by the order the real and the virtual labs are used in teaching. This result applies when addressing this age-group, and when teaching the simple gravity pendulum.

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The effectiveness of using computer simulated experiments on junior high students' understanding of the volume displacement concept

Cited by 43 publications

References 23 publications

How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach

How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

The Effect of Switching the Order of Experimental Teaching in the Study of Simple Gravity Pendulum – A Study with Junior High-school Learners

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