A Comparison between Flash and Second Life Programs as Aids in the Learning of Basic Laboratory Procedures

Autor/inn/en	Booth, Paula; Henderson-Begg, Stephanie
Titel	A Comparison between Flash and Second Life Programs as Aids in the Learning of Basic Laboratory Procedures
Quelle	In: Journal of Interactive Learning Research, 22 (2011) 3, S.445-465 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Foreign Countries; Educational Technology; Laboratory Procedures; Science Instruction; Biological Sciences; Self Esteem; Adult Students; Minority Group Students; Satisfaction; Electronic Learning; Web Based Instruction; Instructional Design; Computer Software Evaluation; Instructional Effectiveness; College Students; College Instruction; Comparative Analysis; Focus Groups; Outcomes of Education; Use Studies; Pretests Posttests; Simulated Environment; Computer Simulation; Control Groups; Experimental Groups; Questionnaires; Usability; Student Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Laboruntersuchung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Abwasserbiologie; Self-esteem; Selbstaufmerksamkeit; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Zufriedenheit; Web Based Training; Lesson concept; Lessonplan; Unterrichtsentwurf; Softwareanalyse; Unterrichtserfolg; Collegestudent; Hochschullehre; Lernleistung; Schulerfolg; Benutzerschulung; Künstliche Umwelt; Computergrafik; Computersimulation; Fragebogen; Schülerverhalten
Abstract	Invited as a paper from E-Learn 2009 This study compared two programmes developed as a learning tool for students to practise basic laboratory procedures. One was a Flash simulation programme, the other a Second Life virtual reality programme. A cohort of 93 bioscience students participated in the between trial. A control group was used to establish if using either programme affected learning or confidence gains. Gains were assessed by collecting pre-demo and post-demo scores. Results showed no difference in gains between the Flash and Second Life conditions but both had significantly higher confidence gains than the control condition. However, the control group had a significantly higher pre-demo score casting some doubt on the reliability of the result. Students scored Flash significantly higher as a learning tool in an evaluation questionnaire. Furthermore, comments from the focus group demonstrated that the majority of students preferred to use Flash finding it easier to use, quicker and with less distractions than Second Life. The University of East London will now focus upon developing the Flash version of the laboratory procedures simulation. (Contains 1 table and 7 figures.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10