Instructional Advice, Time Advice and Learning Questions in Computer Simulations

Autor/in	Rey, Gunter Daniel
Titel	Instructional Advice, Time Advice and Learning Questions in Computer Simulations
Quelle	In: Australasian Journal of Educational Technology, 26 (2010) 5, S.675-689 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Feedback (Response); Undergraduate Students; Computer Assisted Instruction; Statistical Analysis; Educational Experiments; Retention (Psychology); Learning Theories; Mathematics Instruction; Statistics; Textbooks; Time Factors (Learning); Educational Technology; Teaching Methods; Instructional Effectiveness; Computer Simulation; Instructional Design; Multimedia Instruction; Germany + Suchen Sie Ihr Suchwort? Ausland; Computer based training; Computerunterstützter Unterricht; Statistische Analyse; Schulversuch; Merkfähigkeit; Learning theory; Lerntheorie; Mathematics lessons; Mathematikunterricht; Statistik; Textbook; Text book; Schulbuch; Lehrbuch; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Computergrafik; Computersimulation; Lesson concept; Lessonplan; Unterrichtsentwurf; Multimediales Lernen; Deutschland
Abstract	Undergraduate students (N = 97) used an introductory text and a computer simulation to learn fundamental concepts about statistical analyses (e.g., analysis of variance, regression analysis and General Linear Model). Each learner was randomly assigned to one cell of a 2 (with or without instructional advice) x 2 (with or without time advice) x 2 (with or without learning questions) between subjects factorial design. Time spent with the simulation as well as retention and transfer tests were used as dependent measures. Neither the instructional advice to examine the different parameters in a simulation systematically presented immediately before the simulation nor the learning questions (without feedback) presented during the simulation improves learners' retention or transfer performances. Students who were asked to employ more time on the computer simulation immediately before they want to finish it spent considerably more time with the simulation and performed better on retention, but not on transfer than did students for whom this request was absent. The results were discussed on the basis of the extended "Scientific Discovery as Dual Search" model and in conjunction with adaptive computer simulations. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10