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Diving into the particle model: Examining the affordances of a single user participatory simulation

机译:潜入粒子模型:检查单一用户参与模拟的可取性

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What does participating as an entity in a simulation of a complex system contribute to learning? We compare the learning gains of eighth-grade students in a U.S. public school who used a Single User Participatory Simulation (SUPS) with a comparison group who learned the same concepts using a conventional simulation. We find that the SUPS affords significantly larger learning gains and that it is no more likely than the conventional simulation to cause misconceptions. In addition, we find that users of the participatory simulation report significantly more interest and enjoyment than users of the conventional simulation. Additional qualitative analysis suggests that students perceive participatory simulations as more helpful because they enable a deeper interaction with the model and are more engaging than conventional simulations. Our findings contribute to ongoing research on the contribution of physical movement in reducing cognitive load. In addition it deepens the understanding of design features that enhance emotional engagement while using simulations, and the relation of emotional engagement to the learning gains of the users.
机译:在模拟复杂系统中的实体参与是什么有助于学习?我们比较使用单一用户参与模拟(SUPS)的美国公立学校的学习收益,其中使用传统模拟学习了相同概念的比较组。我们发现SUPS提供了明显更大的学习收益,并且它不太可能与传统模拟导致误解。此外,我们发现参与式模拟的用户比传统模拟的用户显着更多的兴趣和享受。额外的定性分析表明,学生认为参与性模拟变得更加有帮助,因为它们能够与模型更深入的互动,并且比传统模拟更接合。我们的研究结果有助于持续研究物理运动在减少认知负荷方面的贡献。此外,它加深了对使用模拟时增强情绪参与的设计特征的理解,以及情绪接触对用户学习收益的关系。

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