Abstract The aim of this experimental study was to compare learning outcomes students using a simulation alone (simulation environment) with those in parallel real circuits (combination the domain electricity, and explore how these environments are mediated by implicit (only procedural guidance) explicit (more structure guidance for discovery process) instruction. Matched‐quartets were created based on pre‐test results 50 elementary school divided randomly into (SI), (SE), combination (CI)...

Abstract Computer simulations and laboratory activities have been traditionally treated as substitute or competing methods in science teaching. The aim of this experimental study was to investigate if it would be more beneficial combine simulation than use them separately teaching the concepts simple electricity. Based on their pre‐test performances, 66 elementary school students were placed into three different learning environments: computer simulation, exercise a simulation–laboratory...

Abstract The present study focused on 212 fifth graders' situational interest trajectories during an intervention with a digital mathematics game called Number Navigation. Our aims were to explore the development of whilst playing and investigate relationship between individual math interest. Growth mixture model analyses showed that in whole sample was stable within sessions but decreased across sessions. Three different found. Situational predicted by pre‐test In turn, had effect post‐test...

This study investigated changes in elementary school students' (n = 140) situational interest as a function of achievement goal orientation profiles and task characteristics. The authors repeatedly measured during simulated science learning 2 conditions that differed the concreteness elements. identified 3 groups students with different profiles: success-, mastery-, avoidance-oriented. Results repeated-measures analysis covariance showed displayed patterns conditions. results confirmed...

Learning objects (LOs), generally understood as digital learning resources shared and accessed through the Internet reused in multiple contexts, have aroused enthusiasm field of educational technology. Although LOs offer many possibilities to change practices, there is a lack empirical evidence on effectiveness usefulness LOs. This paper reports results from three studies various instructional settings. According results, exists interaction between arrangements. In order be effective require...

Learning objects (LOs), generally understood as digital learning resources shared through the Internet and reused in multiple contexts, have aroused worldwide enthusiasm field of educational technology during last years. Although LOs LO systems offer tremendous possibilities to improve practices, there are many theoretical problems practical shortcomings which usually neglected. In this article we introduce promises cost‐effectiveness, reusability, modifiability adaptability associated with...

Abstract Contemporary evidence on the effectiveness of concrete and abstract representations in science education is based solely studies conducted college context. There it has been found that learning with produces predominantly better outcomes than combining can be even more productive. In present study, 52 elementary school students used a computer simulation to discover basic principles electric circuits. The perceptual concreteness elements either remained or switched from during...

The modality effect occurs when people learn better from a combination of pictures and narration than written text. Despite the strong empirical results in earlier studies, has been less prominent later studies children learner-paced settings. However, generalizability these practice may be limited because included notable differences compared to classroom context. present study examined In within-subjects experiment, fifth graders learned illustrated texts videos completed pre-, post-,...

Previous research has established that teaching students to understand the functioning of electric circuits on a qualitative level is difficult pedagogical challenge (e.g., Lee & Law, 2001; McDermott Shaffer, 1992; Reiner et al., 2000). First, the central concepts, such as voltage, current and resistance, are very abstract by nature refer processes are dynamic often intangible in natural situations. Consequently, it not easy provide students with accurate information about an easily...

Background. Serious games are often used in formal school contexts, which students’ lack of control over the playing situation may have repercussions on any motivational gains. Aims and Method. The first aim was to investigate what extent n = 579 fifth grade students Mexico who received a mathematics serious game played it voluntarily. Then, we explored how voluntarily ( 337) differed from those did not by either gender or pre-test mathematical skills motivation. second find out whether two...

Educational simulations and serious games hold great potential for creating engaging productive learning environments in STEM domains. In this paper we present reflect on some of our research findings a series studies with computer simulation the domain electricity. These used same varying instructional designs over range grades. Interestingly, each design has always had unique influence student performance and/or engagement. We hope results can provide new insights designers when designing...