How to Augment the Learning Impact of Computer Simulations? The Designs and Effects of Interactivity and Scaffolding

Autor/in	Chang, Hsin-Yi
Titel	How to Augment the Learning Impact of Computer Simulations? The Designs and Effects of Interactivity and Scaffolding
Quelle	In: Interactive Learning Environments, 25 (2017) 8, S.1083-1097 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2016.1250222
Schlagwörter	Computer Simulation; Interaction; Scaffolding (Teaching Technique); Experiments; Observation; Video Technology; Comparative Analysis; Middle School Students; Grade 8; Outcomes of Education; Learning Processes; Time Factors (Learning); Science Education; Foreign Countries; Pretests Posttests; Data Analysis; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Interaktion; Erprobung; Beobachtung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Lernleistung; Schulerfolg; Learning process; Lernprozess; Naturwissenschaftliche Bildung; Ausland; Auswertung; Statistische Analyse
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01