Date of Award

5-6-2021

Document Type

Thesis

Degree Name

Bachelor of Science

Department

Psychology

First Advisor

Dr. Cindy Bukach

Abstract

While computer simulations are effective tools when learning difficult concepts, little is currently known about the most effective learning environment for the implementation of computer simulations in the classroom. The current study aimed to determine if the effectiveness of simulations depends on the learning environment in which they are implemented. Tested within various passive and active learning environments, this study begins to shed light on the impact of the instructional method in which simulations are implemented on learning outcomes for novice learners. Results from this study suggest that within passive learning environments, simulated animations may be more effective than informationally equivalent static demonstrations. When simulations are used in active learning environments, supplying additional scaffolding to inquiry-based tasks may allow for greater concept mastery than self-directed inquiry alone, and scaffolding may be more successful when the learning materials are simulations over static equivalents

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