Learning with animations and simulations in a computer-based learning environment about torques

Publikation: Beiträge in SammelwerkenAufsätze in KonferenzbändenForschung

Authors

Computer-based learning environments offer the possibility to present interactive simulations, which students can manipulate and explore and allow studying functional relations actively. Animations like a short video clip offer - besides interactive simulations - an alternative method for visualizing the dynamic behavior of a complex subject matter. With an animation the problem that students are cognitively overtaxed by the degree of freedom the simulation allows or that they are unable to find suitable hypotheses for experimenting does not exist. One can, therefore, assume that the degree of instructional goal orientation (in the sense of assistance to focus on the learning content) is a conditional variable which determines whether learning is better with animations or with simulations. In an empirical study with four experimental groups knowledge acquisition from animations was compared to knowledge acquisition from simulations. In each group there was additional differentiation between a high and a low level of instructional goal orientation. The learning content was a computer-based learning unit in school physics about torques. There were four versions of the teaching unit. The simulations were realized using dynamic geometry modules, the animations with appropriate video sequences. lt was differentiated between a high and low level of instructional goal orientation by using a different length of information text for every animation or simulation. A total of 52 students from three German schools worked on the computer-based learning unit about torques. In the study, learning with simulations resulted in a significantly higher learning effect, both with a high and with a low instructional goal orientation. These results let us assume that explorative learning with simulations is connected with additional requirements for learning, which (in this study) could not be reduced by a higher level of instructional goal orientation. Interactive simulations offer an instrumental support for the development of mental models, but this does not necessarily lead to a better learning effect. Increased instrumental and cognitive requirements through the learning medium can disturb students' learning.
OriginalspracheEnglisch
TitelEducational Technology: Proceedings of the International Conference on ICT's in Education : Proceedings of the International Conference on ICT's in Education
HerausgeberA. Méndez-Vilas, J. A. M. González
Anzahl der Seiten5
Band3
VerlagConsejería de Educación, Ciencia y Tecnología
Erscheinungsdatum2002
Seiten1426-1430
ISBN (Print)8495251760, 9788495251763
PublikationsstatusErschienen - 2002
Extern publiziertJa
VeranstaltungInternational Conference on ICT's in Education 2001 - Badajoz, Spanien
Dauer: 06.08.200109.08.2001

Zuletzt angesehen

Publikationen

  1. Long-term memory predictors of adult language learning at the interface between syntactic form and meaning
  2. Constructs for Assessing Integrated Reports-Testing the Predictive Validity of a Taxonomy for Organization Size, Industry, and Performance
  3. Derivative approximation using a discrete dynamic system
  4. Passive Rotation Compensation in Parallel Kinematics Using Quaternions
  5. Variational pragmatics in the foreign language classroom
  6. Monitoring of microbially mediated corrosion and scaling processes using redox potential measurements
  7. Generative 3D reconstruction of Ti-6Al-4V basketweave microstructures by optimization of differentiable microstructural descriptors
  8. An automated, modular system for organic waste utilization using Hermetia illucens larvae
  9. Atomare Hinterlassenschaften
  10. Anonymized firm data under test: evidence from a replication study
  11. Theorie des Quantum Computings
  12. Construct Clean-Up in Proactivity Research
  13. An introductional lecture on chaotic systems through Lorenz attractor and forced Lotka Volterra equation for interdisciplinary education
  14. Can guided introspection help avoid rationalization of meat consumption?
  15. Intermediate `time-spaces' - The rediscovery of transition in spatial planning and environmental planning
  16. Infinite Mixtures of Markov Chains
  17. Co-EM Support Vector learning
  18. Timing and fragmentation of daily working hours arrangements and income inequality
  19. Differential mortality rates in major and subthreshold depression
  20. Comparison between UKF and EKF in Sensorless Synchronous Reluctance Motor Drives
  21. Improving efficiency in budgeting
  22. Accounting for capacity and flow of ecosystem services
  23. On the combined effect of soil fertility and topography on tree growth in subtropical forest ecosystems - a study from SE China
  24. Motion Capture
  25. Sustainable from the Very Beginning
  26. The auditor as an element of in- and external corporate governance
  27. Internet of Things-Specific Challenges for Enterprise Architectures
  28. Understanding and Communicating Climate Change in Metaphors
  29. Proactivity and Adaptability
  30. Determination of the antifungal agent posaconazole in human serum by HPLC with parallel column-switching technique
  31. Examining long-term impacts of a training programme to improve quality of IEP goals
  32. Can personal initiative training improve small business success?
  33. Resilience or vulnerability? Vegetation patterns of a Central Tibetan pastoral ecotone
  34. Evaluation and sustaining factors of machidukuri groups organized in relation with the 'hope plan'