Do students benefit equally from interactive computer simulations regardless of prior knowledge levels?

Computers and Education

Volumn 52, Issue 3, 2009, Pages 649-655

  Park, Seong Ik ^a   Lee, Gyumin ^a   Kim, Meekyoung ^a  

^a Seoul National University   (South Korea)

Author keywords

Elementary education; Interactive learning environments; Simulation

Indexed keywords

COMPUTER SIMULATION; STUDENTS;

COGNITIVE LOADS; DEPENDENT VARIABLES; ELEMENTARY EDUCATION; ELEMENTARY SCHOOLS; HIGHER LEARNING; INTERACTIVE COMPUTER SIMULATIONS; INTERACTIVE LEARNING ENVIRONMENTS; INTERACTIVE SIMULATIONS; LEARNING EFFICIENCIES; PRIOR KNOWLEDGE; SIMULATION; TREATMENT GROUPS;

EDUCATION;

EID: 59049086418     PISSN: 03601315     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.compedu.2008.11.014     Document Type: Article

References (25)

1. Betrancourt M. The animation and interactivity principles in multimedia learning. In: Mayer R.E. (Ed). The Cambridge handbook of multimedia learning (2005), Cambridge University Press, New York 287-296
2. Brusilovsky P. Methods and techniques of adaptive hypermedia. User Modeling and User-Adapted Interaction 6 2-3 (1996) 87-129
3. Byrne M.D., Catrambone R., and Stasko J.T. Evaluating animations as student aids in learning computer algorithms. Computers and Education 33 4 (1999) 253-278
4. de Jong T., and van Joolingen W.R. Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research 68 2 (1998) 179-201
5. Evans C., and Gibbons N.J. The interactivity effect in multimedia learning. Computers and Education 49 4 (2007) 1147-1160
6. Hegarty M., Kriz S., and Cate C. The roles of mental animations and external animations in understanding mechanical systems. Cognition and Instruction 21 4 (2003) 325-360
7. Honey P., and Mumford A. Manual of learning styles (1982), P. Honey, London
8. Kalyuga S. Prior knowledge principle. In: Mayer R. (Ed). The Cambridge handbook of multimedia learning (2005), Cambridge University Press, New York 325-337
9. Kalyuga S., Ayres P., Chandler P., and Sweller J. The expertise reversal effect. Educational Psychologist 38 1 (2003) 23-31
10. Kalyuga S., Chandler P., and Sweller J. Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology 13 4 (1999) 351-371
11. Kalyuga S., Chandler P., and Sweller J. Incorporating student experience into the design of multimedia instruction. Journal of Educational Psychology 92 1 (2000) 126-136
12. Kalyuga S., Chandler P., and Sweller J. Learner experience and efficiency of instructional guidance. Educational Psychology 21 1 (2001) 5-23
13. Kirschner P.A. Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and Instruction 12 1 (2002) 1-10
14. Lee H., Plass J.L., and Homer B. Optimizing cognitive load for learning from computer science simulations. Journal of Educational Psychology 98 4 (2006) 902-913
15. Mayer R.E., and Chandler P. When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages?. Journal of Educational Psychology 93 2 (2001) 390-397
16. Mayer R.E., Dow G.T., and Mayer S. Multimedia learning in an interactive self-explaining environment: What works in the design of agent-based microworlds?. Journal of Educational Psychology 95 4 (2003) 806-813
17. Moreno R., and Valdez A. Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback. Educational Technology Research and Development 53 3 (2005) 35-45
18. Paas F. Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology 84 4 (1992) 429-434
19. Paas F., and van Merriënboer J.J.G. Variability of worked-examples and transfer of geometrical problem solving skills: A cognitive load approach. Journal of Educational Psychology 86 1 (1994) 122-133
20. Rieber L.P., Tzeng S., and Tribble K. Discovery learning, representation, and explanation within a computer-based simulation: Finding the right mix. Learning and Instruction 14 3 (2004) 307-323
21. Sweller J. Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction 4 4 (1994) 295-312
22. Tuovinen J.E., and Sweller J. A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology 91 2 (1999) 334-341
23. van Gerven P.W.M., Paas F., Jeroven J.G., van Merriënboer J.J.G., Hendriks M., and Schmidt H.G. The efficiency of multimedia learning into old age. British Journal of Educational Psychology 73 4 (2003) 489-505
24. van Gog T., Ericsson K.A., Rikers R.M.J.P., and Pass F. Instructional design for advanced students: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice. Educational Technology Research and Development 53 3 (2005) 73-81
25. van Joolingen W.R., and de Jong T. Supporting hypothesis generation by learners exploring an interactive computer simulation. Instructional Science 20 5-6 (1991) 389-404