TY - JOUR
T1 - How to augment the learning impact of computer simulations? The designs and effects of interactivity and scaffolding
AU - Chang, Hsin Yi
N1 - Publisher Copyright:
© 2016 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2017/11/17
Y1 - 2017/11/17
N2 - 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.
AB - 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.
KW - Simulation
KW - interactivity
KW - scaffolding
KW - science learning
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U2 - 10.1080/10494820.2016.1250222
DO - 10.1080/10494820.2016.1250222
M3 - Article
AN - SCOPUS:84992513370
SN - 1049-4820
VL - 25
SP - 1083
EP - 1097
JO - Interactive Learning Environments
JF - Interactive Learning Environments
IS - 8
ER -