Icons and exploration: How interactions between learner characteristics and instructional design features affect learning in chemistry simulations

Bruce D. Homer, Jan L. Plass, Catherine Milne, Trace Jordan

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

What type of instruction and representational formats are most effective for different learners when using computer-based simulations? This was examined in an experiment with high-school chemistry students (N = 67) randomly assigned to receive a simulation that varied by instructional format (guided exploration vs. worked examples). Learners' prior chemistry knowledge and executive functions were also examined. Pretest and Posttest data were compared to assess student learning at multiple levels of learning (i.e., Recall, Comprehension & Transfer). Executive functions were found to interacted significantly with instructional format to affect both recall and transfer. Implications of the results are discussed in relation to effective use of animations and simulations for education.

Original languageEnglish (US)
Title of host publicationProceedings of the 17th International Conference on Computers in Education, ICCE 2009
Pages723-727
Number of pages5
StatePublished - 2009
Event17th International Conference on Computers in Education, ICCE 2009 - Hong Kong, Hong Kong
Duration: Nov 30 2009Dec 4 2009

Publication series

NameProceedings of the 17th International Conference on Computers in Education, ICCE 2009

Other

Other17th International Conference on Computers in Education, ICCE 2009
CountryHong Kong
CityHong Kong
Period11/30/0912/4/09

Keywords

  • Chemistry education
  • Cognitive load
  • Executive functions
  • Expertise reversal
  • Simulations

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Fingerprint Dive into the research topics of 'Icons and exploration: How interactions between learner characteristics and instructional design features affect learning in chemistry simulations'. Together they form a unique fingerprint.

  • Cite this

    Homer, B. D., Plass, J. L., Milne, C., & Jordan, T. (2009). Icons and exploration: How interactions between learner characteristics and instructional design features affect learning in chemistry simulations. In Proceedings of the 17th International Conference on Computers in Education, ICCE 2009 (pp. 723-727). (Proceedings of the 17th International Conference on Computers in Education, ICCE 2009).