It is complicated to design a computer simulation that adapts to students with different characteristics. This study documented cases that show how college students' prior chemistry knowledge level affected their interaction with peers and their approach to solving problems with the use of computer simulations that were designed to learn electrochemistry. Students with different prior knowledge levels were found to use different approaches to solving problems with the use of computer simulations. In particular, the cases showed that students with a high level of prior knowledge tended to use the equations and formulas to accomplish the learning tasks and then use the computer simulations to confirm their predictions. Students with a low level of prior chemistry knowledge used the computer simulations as the main resources to accomplish their tasks. Considerations of individual differences and the integration of learning materials were suggested for further research on instructional use of computer simulations.