How to augment the learning impact of computer simulations? The designs and effects of interactivity and scaffolding

Hsin Yi Chang*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

14 Citations (Scopus)

Abstract

Two investigations were conducted in this study. In the first experiment, the effects of two types of interactivity with a computer simulation were compared: experimentation versus observation interactivity. Experimentation interactivity allows students to use simulations to conduct virtual experiments, whereas observation interactivity allows students to observe segmented video clips of the simulation at their own pace and sequence. In the second experiment, the effects of two types of scaffolding for experimentation interactivity were compared: the driving question versus structured prompt scaffolding. A total of 128 eighth-grade students were involved. The learning outcomes examined include the students’ understanding of the concepts in the simulation, their learning time, total numbers of virtual experiments conducted or observed, and learning efficiency. All four designs resulted in comparable learning gains for the students. The driving question scaffolding resulted in better learning efficiency, whereas the structured prompt scaffolding supported students in conducting more virtual experiments.

Original languageEnglish
Pages (from-to)1083-1097
Number of pages15
JournalInteractive Learning Environments
Volume25
Issue number8
DOIs
Publication statusPublished - 2017 Nov 17
Externally publishedYes

Keywords

  • interactivity
  • scaffolding
  • science learning
  • Simulation

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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