Promoting Conceptual Learning Using Scaffolded Activities That Incorporate Interactive Simulations
Bibliographic Data
| ID | 22042859 |
|---|---|
| Authors | Pooja Ajayan (University of California, Riverside), Renjun Cao (0000-0001-7122-5870, University of California, Riverside), Raymond Cao (Department of Chemistry, University of California, Riverside, Riverside, CA 92521, USA), Jack F Eichler (0000-0003-2755-3636, University of California, Riverside, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 5 |
| Pages | 566 |
| Publication date | 2025-05-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15050566 |
| OpenAlex | W4410034135 |
| Language | EN |
| References cited | 21 |
Interactive simulations have been shown to enhance conceptual understanding through multiple dynamic representations and supporting the inquiry process by offering repeated trials with rapid feedback. However, incorporating simulation-based activities into large-enrollment gateway courses presents challenges. In an effort to address this, we effectively utilized discussion/recitation sections to implement simulation-based collaborative concept development activities to promote pre-class learning. These simulation-based activities focused on three key concept areas—phases and phase changes, colligative properties, and chemical kinetics—and were integrated into a second-term general chemistry course. The impact of these activities on students’ conceptual learning, as well as their immediate and intermediate-term retention, were examined using a two-group quasi-experimental repeated-measures post-test design. Students in the experimental group participated in simulation-based concept development activities, while those in the control group received instructor-centered lectures. Post-activity and final exam assessments were used to measure students’ retention of concepts. Analysis of covariance revealed a significant difference between the two groups on the chemical kinetics assessments, indicating the effectiveness of these activities in pre-class learning and concept development
Conceptual change · Human–computer interaction · Knowledge management · Mathematics education · Multimedia · Computer Science · Educational Games and Gamification · Innovative Teaching and Learning Methods · Psychology · Teaching and Learning Programming
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| Highly cited | No |
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