Location, location, location: Chemistry Simulation Design Influence on Engagement and Interaction Patterns
Susan Rodrigues, The University of Dundee, Australia ; Eugene Gvozdenko, The University of Melbourne, Australia
Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)
Educational computer-based simulations are becoming an integral part of ICT-enabled learning. The issues of the simulation design, in particular the influence of instructions and controls on user’s engagement with the simulation were examined by a study involving a Chemistry subject. Online titration simulation was offered to the sample of 36 secondary and tertiary students to investigate the impact of design alterations on student’s interaction with the simulation. The study established that re-locating a screen element to a more central position tended to increase the number of interactions with the element. Re-arranging the sequence of instructions on the screen in left-to-right order resulted in a higher percentage of users following the instructions successfully. Additional online instructions provided before the simulation did not seem to have a significant impact on users’ behaviour. The study observed gross underestimation of the difficulty of the task by most users. These findings make an input into academic discussions of simulation design and use in education practice.
Rodrigues, S. & Gvozdenko, E. (2011). Location, location, location: Chemistry Simulation Design Influence on Engagement and Interaction Patterns. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 1529-1537). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)