Level of interactivity and executive functions as predictors of learning in computer-based chemistry simulations |
| |
| Affiliation: | 1. Urology Section, Surgery Department, Veterans Administration Caribbean Healthcare System and University of Puerto Rico Medical Sciences Campus, San Juan, Puerto Rico;2. Department of Biostatistics and Bioinformatics, Duke University School of Medicine, Durham, NC;3. Urology Section, Veterans Affairs Medical Center Durham, Durham, NC;4. Department of Biology and Cancer Research Program, Julius L. Chambers Biomedical/Biotechnology Research Institute, North Carolina Central University Durham, NC;5. Department of Biological Sciences, Center for Human Health and the Environment, North Carolina State University, Raleigh, NC;6. Division of Urology, Department of Surgery, Samuel Oschin Comprehensive Cancer Institute, Cedars-Sinai Medical Center, Los Angeles, CA;1. Faculty of Education, East China Normal University, China;2. ECNU Branch, Collaborative Innovation Center of Assessment toward Basic Education Quality, China;3. New York University Shanghai, China;4. NYU-ECNU Institute for Social Development at NYU Shanghai, China;5. Preschool Education College, Jiangsu Second Normal University, China;6. Department of Psychology, University of Maryland, Baltimore County, United States of America |
| |
| Abstract: | High school students’ learning outcomes was examined comparing exploratory vs. worked simulations. The effects of added icons and students’ executive functions were also examined. In Study 1, urban high school students (N = 84) were randomly assigned to one of four versions of a web-based simulation of kinetic molecular theory that varied in instructional format (exploratory vs. worked simulation) and representation (added icons vs. no added icons). Learning was assessed at two levels: comprehension and transfer. For transfer, a main effect was found for instructional format: the exploratory condition yielded greater levels of transfer than the worked simulation. Study 2 used the same conditions and a more complex simulation, the ideal gas law, with a similar sample of students (N = 67). For transfer, an interaction between instructional format and executive functions was found: Whereas students with higher levels of executive functions had better transfer with the exploratory condition, students with lower levels of executive functions had better transfer with the guided simulations. Results are discussed in relation to current theories of instructional design and learning. |
| |
| Keywords: | Learning Simulations Multimedia Executive functions Cognitive load Chemistry |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
