Supporting Comprehension in Computer-Based Science Simulations

EasyChair Preprint no. 6188

Abstract

Computer simulations can pose a number of comprehension challenges for science students. This study explored methods of improving students learning from a simulation. Undergraduates (n = 415) were randomly assigned to a 2(agency: active, passive) × 2(strategy: control condition, control of variables [CVS] strategy) between-subjects design. Students completed photosynthesis and general science prior knowledge tests and a post-simulation comprehension test. Results indicated that the students had relatively good comprehension of the simulation content and that performance on these outcomes was strongly driven by prior knowledge. Although there were no significant effects of the agency or strategy manipulations, exploratory interactions suggest a need to further investigate which types of simulation supports might be most beneficial for different learners.

Keyphrases: multimedia comprehension, prior knowledge, science comprehension

@Booklet{EasyChair:6188,
  author = {Lexi Bandemer and Kathryn S. McCarthy},
  title = {Supporting Comprehension in Computer-Based Science Simulations},
  howpublished = {EasyChair Preprint no. 6188},

  year = {EasyChair, 2021}}