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How effective is instructional support for learning with computer simulations? / Eckhardt, Marc; Urhahne, Detlef; Conrad, Olaf; Harms, Ute.

In: Instructional Science, Vol. 41, No. 1, 01.01.2013, p. 105-124.

Publication: Research - peer-reviewJournal articles

Harvard

Eckhardt, M, Urhahne, D, Conrad, O & Harms, U 2013, 'How effective is instructional support for learning with computer simulations?' Instructional Science, vol 41, no. 1, pp. 105-124. DOI: 10.1007/s11251-012-9220-y

APA

Eckhardt, M., Urhahne, D., Conrad, O., & Harms, U. (2013). How effective is instructional support for learning with computer simulations? Instructional Science, 41(1), 105-124. DOI: 10.1007/s11251-012-9220-y

Vancouver

Eckhardt M, Urhahne D, Conrad O, Harms U. How effective is instructional support for learning with computer simulations? Instructional Science. 2013 Jan 1;41(1):105-124. Available from, DOI: 10.1007/s11251-012-9220-y

BibTeX

@article{6dcca3153ea24177af0ba5531bfc987c,
title = "How effective is instructional support for learning with computer simulations?",
abstract = "The study examined the effects of two different instructional interventions as support for scientific discovery learning using computer simulations. In two well-known categories of difficulty, data interpretation and self-regulation, instructional interventions for learning with computer simulations on the topic “ecosystem water” were developed and tested using a sample of 124 eighth graders in science classes. The results demonstrate the effectiveness of instructional support for domain-specific factual, conceptual, and procedural knowledge acquisition. Students who received either only instructional support for data interpretation or only for self-regulation achieved the highest learning outcomes. However, a combination of instructional support for data interpretation and self-regulation seemed detrimental for knowledge acquisition. Students who received instructional interventions for both data interpretation and self-regulation also showed the highest values of perceived cognitive load. High cognitive load could be a reason for why a combination of particular instructional interventions does not lead to the expected positive learning outcomes.",
keywords = "Aims and models, Computer simulation, Instructional support, Data interpretation, Self-regulated learning, Cognitive load",
author = "Marc Eckhardt and Detlef Urhahne and Olaf Conrad and Ute Harms",
note = "Publikation Zeitschriftenaufsatz Meine email-Adresse: eckhardt@ipn.uni-kiel.de Betrifft wen: selbst Autor(inn)en: Eckhardt, Marc; Urhahne, Detlef; Conrad, Olaf & Harms, Ute Titel des Aufsatzes: How effective is instructional support for learning with computer simulations? Name der Zeitschrift: Instructional Science Erscheinungsjahr: online first, 2012 Heftnummer: Jahrgang: Seiten von - bis: Abstract: The study examined the effects of two different instructional interventions as support for scientific discovery learning using computer simulations. In two well-known categories of difficulty, data interpretation and self-regulation, instructional interventions for learning with computer simulations on the topic {"}ecosystem water{"} were developed and tested using a sample of 124 eighth graders in science classes. The results demonstrate the effectiveness of instructional support for domain-specific factual, conceptual, and procedural knowledge acquisition. Students who received either only instructional support for data interpretation or only for self-regulation achieved the highest learning outcomes. However, a combination of instructional support for data interpretation and self-regulation seemed detrimental for knowledge acquisition. Students who received instructional interventions for both data interpretation and self-regulation also showed the highest values of perceived cognitive load. High cognitive load could be a reason for why a combination of particular instructional interventions does not lead to the expected positive learning outcomes. Stichworte: Computer simulation, Instructional support, Data interpretation, Self-regulated learning, Cognitive load Erscheinungsformen: Online Kostenfreier Zugang: http://www.springerlink.com/content/7750772281437747/fulltext.pdf Abteilungszugehoerigkeit: Didaktik der Biologie Beteiligung anderer Abteilungen: Zuordnung zu IPN-Arbeitsbereich: B 2 Beschreibung der Publ.: Forschungspublikation, Qualifikationsarbeit: keine Hochschulschrift Zielgruppe der Publikation: Wissenschaft Review: anonymes Peer Review Verlagsart: Verlagsveroeffentlichung,bekannter internationaler oder deutscher Verlag Projektfoerderung durch: DFG",
year = "2013",
month = "1",
doi = "10.1007/s11251-012-9220-y",
volume = "41",
pages = "105--124",
journal = "Instructional Science",
issn = "0020-4277",
publisher = "Springer Netherlands",
number = "1",

}

RIS

TY - JOUR

T1 - How effective is instructional support for learning with computer simulations?

AU - Eckhardt,Marc

AU - Urhahne,Detlef

AU - Conrad,Olaf

AU - Harms,Ute

N1 - Publikation Zeitschriftenaufsatz Meine email-Adresse: eckhardt@ipn.uni-kiel.de Betrifft wen: selbst Autor(inn)en: Eckhardt, Marc; Urhahne, Detlef; Conrad, Olaf & Harms, Ute Titel des Aufsatzes: How effective is instructional support for learning with computer simulations? Name der Zeitschrift: Instructional Science Erscheinungsjahr: online first, 2012 Heftnummer: Jahrgang: Seiten von - bis: Abstract: The study examined the effects of two different instructional interventions as support for scientific discovery learning using computer simulations. In two well-known categories of difficulty, data interpretation and self-regulation, instructional interventions for learning with computer simulations on the topic "ecosystem water" were developed and tested using a sample of 124 eighth graders in science classes. The results demonstrate the effectiveness of instructional support for domain-specific factual, conceptual, and procedural knowledge acquisition. Students who received either only instructional support for data interpretation or only for self-regulation achieved the highest learning outcomes. However, a combination of instructional support for data interpretation and self-regulation seemed detrimental for knowledge acquisition. Students who received instructional interventions for both data interpretation and self-regulation also showed the highest values of perceived cognitive load. High cognitive load could be a reason for why a combination of particular instructional interventions does not lead to the expected positive learning outcomes. Stichworte: Computer simulation, Instructional support, Data interpretation, Self-regulated learning, Cognitive load Erscheinungsformen: Online Kostenfreier Zugang: http://www.springerlink.com/content/7750772281437747/fulltext.pdf Abteilungszugehoerigkeit: Didaktik der Biologie Beteiligung anderer Abteilungen: Zuordnung zu IPN-Arbeitsbereich: B 2 Beschreibung der Publ.: Forschungspublikation, Qualifikationsarbeit: keine Hochschulschrift Zielgruppe der Publikation: Wissenschaft Review: anonymes Peer Review Verlagsart: Verlagsveroeffentlichung,bekannter internationaler oder deutscher Verlag Projektfoerderung durch: DFG

PY - 2013/1/1

Y1 - 2013/1/1

N2 - The study examined the effects of two different instructional interventions as support for scientific discovery learning using computer simulations. In two well-known categories of difficulty, data interpretation and self-regulation, instructional interventions for learning with computer simulations on the topic “ecosystem water” were developed and tested using a sample of 124 eighth graders in science classes. The results demonstrate the effectiveness of instructional support for domain-specific factual, conceptual, and procedural knowledge acquisition. Students who received either only instructional support for data interpretation or only for self-regulation achieved the highest learning outcomes. However, a combination of instructional support for data interpretation and self-regulation seemed detrimental for knowledge acquisition. Students who received instructional interventions for both data interpretation and self-regulation also showed the highest values of perceived cognitive load. High cognitive load could be a reason for why a combination of particular instructional interventions does not lead to the expected positive learning outcomes.

AB - The study examined the effects of two different instructional interventions as support for scientific discovery learning using computer simulations. In two well-known categories of difficulty, data interpretation and self-regulation, instructional interventions for learning with computer simulations on the topic “ecosystem water” were developed and tested using a sample of 124 eighth graders in science classes. The results demonstrate the effectiveness of instructional support for domain-specific factual, conceptual, and procedural knowledge acquisition. Students who received either only instructional support for data interpretation or only for self-regulation achieved the highest learning outcomes. However, a combination of instructional support for data interpretation and self-regulation seemed detrimental for knowledge acquisition. Students who received instructional interventions for both data interpretation and self-regulation also showed the highest values of perceived cognitive load. High cognitive load could be a reason for why a combination of particular instructional interventions does not lead to the expected positive learning outcomes.

KW - Aims and models

KW - Computer simulation

KW - Instructional support

KW - Data interpretation

KW - Self-regulated learning

KW - Cognitive load

U2 - 10.1007/s11251-012-9220-y

DO - 10.1007/s11251-012-9220-y

M3 - Journal articles

VL - 41

SP - 105

EP - 124

JO - Instructional Science

T2 - Instructional Science

JF - Instructional Science

SN - 0020-4277

IS - 1

ER -

ID: 7758