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ERIC Number: ED398900
Record Type: Non-Journal
Publication Date: 1996-Mar
Pages: 41
Abstractor: N/A
ISBN: ISBN-90-365-08-436
Support for Simulation-Based Learning; The Effects of Model Progression and Assignments on Learning about Oscillatory Motion.
Swaak, Janine; And Others
In this study, learners worked with a simulation of harmonic oscillation. Two supportive measures were introduced: model progression and assignments. In model progression, the model underlying the simulation is not offered in its full complexity from the start, but variables are gradually introduced. Assignments are small exercises that help the learner to define goals during discovery learning. Subjects were 63 first year students in physics at a university level. Three experimental conditions were created: in one, learners received a computer simulation together with model progression and assignments; in the second, only model progression was added; and in the third (control) condition, neither model progression nor assignments were available. For measuring learning results, three types of tests were used: a definitional test, measuring students' factual knowledge of the domain; an intuitive test, measuring students' insight; and a test measuring students' propositional knowledge. The definitional and intuitive test were used as pre- and post-test, and the propositional test was only used as a post-test. All student actions were logged and several aspects of cognitive load were measured with an electronic questionnaire. Results showed a small gain in definitional knowledge for all three conditions. The gain in intuitive knowledge was considerable, and differed across the experimental groups in favor of the conditions with assignments and/or model progression compared to the control condition. The cognitive load measure indicated that operating the environment did not interfere with the learning process. (Contains 50 references.) (Author/AEF)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Twente Univ., Enschede (Netherlands). Faculty of Educational Science and Technology.
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A