Do students benefit equally from interactive computer simulations regardless of prior knowledge levels?

Presenter: Yu-Chu Chen

Advisor: Ming-Puu Chen

Date: 2009/3/2

Park, S. I., Lee, G., & Kim, M. (2009). Do students benefit from interactive computer simulations regardless of prior knowledge levels? Computers & Education, 52(3), 649-655.

2

Introduction

• Mayer and Chandler (2001): the importance of interactivity in computer simulations. Because it allows students to integrate information.

• The expertise reversal effect (Kalyuga, 2005):– Use different design principles for different prior

knowledge levels of students.– revealed a relationship between the modality effect,

the worked-example effect, and student prior knowledge levels.

3

Introduction

• Kalyuga et al. (2000):– students with high levels, narrated explanations

become redundant and reduce learning effectiveness. – Well-designed worked-examples accompanied by full

instructional guidance are often more.

• Kalyuga et al. (2001): – inexperienced mechanical trainees benefited from

computer-based worked-examples rather than from problem solving practice.

– as trainees became more experienced, the comparative effectiveness became indistinguishable.

Interactive computers simulations- Low interactivity

Interactive computers simulations- High interactivity

6

Research

• Research purpose:– whether students’ prior knowledge levels show any

relationship with the interactivity effect and the expertise reversal effect.

• Research hypothesis:– If students have low prior knowledge levels, the

low-interactive simulation would be more effective than the high-interactive simulation.

7

Methods- participants and experimental design

• 72 5th grade students of 2 elementary schools.

• A 2x2 subject factorial design was applied.• Participants were divided into two groups

based on a prior knowledge level test scores:– High prior knowledge levels (HP);– Low prior knowledge levels (LP).

• Then assigned to two experimental programs:– a low-interactive simulation program (LI) ;– a high-interactive simulation program (HI).

8

Methods- Materials, instruments and procedure

• Domain knowledge: the concept of speed.a) The prior knowledge level test.

b) The comprehension test.

c) Cognitive load.

d) Learning efficiency.

• Instruments:

two types of Interactive simulation.

9

Results- Comprehension and cognition load

高先備 低先備

理解

認知負載

10

Results- Learning efficiency

• HP (高先備知識 )– HI > LI

• LP (低先備知識 )– HL< LI

11

Discussion and conclusion

• The relationship of the interactive computer simulations and the levels of prior knowledge.

• Highlight the need to consider learning efficiency , different prior knowledge levels and types of interactive simulations in the design of instructional materials.

• It is important to make learners’ cognitive loads lighter during their ongoing study.

• Suggestion: further about learning styles, different participants and subject areas.