Supporting simulation-based learning; the effects of model progression and assignments on definitional and intuitive knowledge
Learning and Instruction Volume 8, Number 3, ISSN 0959-4752 Publisher: Elsevier Ltd
In this study subjects worked with a computer simulation (on the physics domain of oscillation) in which two supportive measures were used: model progression (gradually increasing the simulation model in complexity) and assignments (small exercises). In measuring results of learning from the simulation environments, special attention was given to assessing intuitive knowledge as compared to definitional knowledge. Three experimental conditions were created that differed with respect to the supportive measures available: one group of learners used both model progression and assignments, one group was only supported with model progression, and the third group was provided with neither model progression nor assignments. The 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 favour of the conditions in which assignments and/or model progression were present.
Swaak, J., van Joolingen, W.R. & de Jong, T. (1998). Supporting simulation-based learning; the effects of model progression and assignments on definitional and intuitive knowledge. Learning and Instruction, 8(3), 235-252. Elsevier Ltd.
Cited ByView References & Citations Map
Kristian Kiili, Tampere University of Technology, Pori, Finland; Timo Lainema, Turku School of Economics and Business Administration, Finland
EdMedia + Innovate Learning 2006 (June 2006) pp. 2343–2350
Sami Nurmi, Educational Technology Unit, University of Turku, Finland; Timo Lainema, Turku School of Economics and Business Administration, Finland
EdMedia + Innovate Learning 2003 (2003) pp. 2163–2170
Sami Nurmi, University of Turku, Finland; Timo Lainema, Department of Information systems, Abo Akademi, Turku, Finland
EdMedia + Innovate Learning 2002 (2002) pp. 1473–1478
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.