A Study of Educational Simulations Part 1--Engagement and Learning

Autor/inn/en	Adams, Wendy K.; Reid, Sam; LeMaster, Ron; McKagan, Sarah B.; Perkins, Katherine K.; Dubson, Michael; Wieman, Carl E.
Titel	A Study of Educational Simulations Part 1--Engagement and Learning
Quelle	In: Journal of Interactive Learning Research, 19 (2008) 3, S.397-419 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Computer Simulation; Physics; Educational Technology; Interviews; College Students; Science Instruction; Chemistry; Physical Sciences; Teaching Methods; Computer Uses in Education; College Science + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Physik; Unterrichtsmedien; Interviewing; Interviewtechnik; Collegestudent; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Natural sciences; Naturwissenschaften; Naturwissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Computernutzung
Abstract	Interactive computer simulations with complex representations and sophisticated graphics are a relatively new addition to the classroom, and research in this area is limited. We have conducted over 275 individual student interviews during which the students described what they were thinking as they interacted with simulations. These interviews were conducted as part of the research and design of simulations for the Physics Education Technology (PhET) project. PhET is an ongoing project that has developed over 75 simulations for use in teaching physics, chemistry, and physical science. These interviews are a rich source of information about how students interact with computer simulations and what makes an educationally effective simulation. We have observed that simulations can be highly engaging and educationally effective, but only if the student's interaction with the simulation is directed by the student's own questioning. Here we describe our design process, what features are effective for engaging students in educationally productive interactions and the underlying principles which support our empirically developed guidelines. In a companion article we describe in detail the design features used to create an intuitive simulation for students to use. (Contains 4 figures.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10