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

Hsin Yi Chang*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

23 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)1083-1097
頁數15
期刊Interactive Learning Environments
25
發行號8
DOIs
出版狀態已發佈 - 2017 11月 17
對外發佈

ASJC Scopus subject areas

  • 教育
  • 電腦科學應用

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