Promoting car mechatronics apprentices' diagnostic strategy with modeling examples. Development and evaluation of a simulation-based learning environment.

Autor/inn/en	Meier, Julius; Spliethoff, Luca; Hesse, Peter; Abele, Stephan; Renkl, Alexander; Glogger-Frey, Inga
Titel	Promoting car mechatronics apprentices' diagnostic strategy with modeling examples. Development and evaluation of a simulation-based learning environment.
Quelle	In: Studies in educational evaluation, (2022) 72, 12 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0191-491X
ISBN	0191491X
DOI	10.1016/j.stueduc.2021.101117
Schlagwörter	Evaluation; Expertenbefragung; Problemlösen; Digitale Medien; Lernumgebung; Computersimulation; Lernplattform; Kraftfahrzeugmechatroniker
Abstract	Crucial for training automotive mechatronics technicians (AMTs) is enabling them to diagnose car malfunctions. AMTs are particularly successful when they base their diagnostic process on a mental model of the affected automotive system. Still, only few AMT apprentices master such diagnoses after their apprenticeship. Therefore, we created a simulation-based learning environment with modeling examples to teach AMT apprentices a diagnostic strategy that builds on mental models. Following design-based research guidelines, we formatively evaluated our learning and testing materials by expert judgments and a small study during the development of the learning environment. Finally, an evaluation study showed that the learning environment promoted apprentices' knowledge about the diagnostic strategy. However, they could not transfer their knowledge to diagnostic problem-solving. Overall, the apprentices evaluated the learning environment positively, except it was considered too long and repetitive. Reasons for the outcomes as well as possible further developments of the learning environment are discussed. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/1