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Chemistry Education Research and Practice
written by Julia Chamberlain, Kelly Lancaster, Robert Parson, and Katherine Perkins
This study examined how students engaged with an interactive simulation in a classroom setting and how that engagement was affected by the design of a guiding activity. Students (n = 210) completed a written activity using an interactive simulation in second semester undergraduate general chemistry recitations. The same simulation – PhET Interactive Simulations' Acid–Base Solutions – was used with three written activities, designated as Heavy Guidance (HG), Moderate Guidance (MG), or Light Guidance (LG). We collected mouse click data and classroom field notes to assess student engagement with each type of activity. Simulation features were characterized as "prompted" or "exploratory" based on the presence or absence of explicit guidance in the written activity to use that feature. While students in every condition were engaged with the simulation and their activity, student interaction with "exploratory" features decreased significantly when more guidance was provided (LG = 85%, MG = 68%, HG = 9%, p < 0.0005). Lighter guidance groups explored more and attended to their simulation interactions, indicated by a redraw task in the week after use. These results indicate that activity design – in terms of guidance level – can strongly influence student exploration with an interactive simulation. We discuss the implications of these results for the design of activities to accompany simulations, including how to increase student practice in scientific inquiry.
Chemistry Education Research and Practice: Volume 15, Issue 4, Pages 628-638
Subjects Levels Resource Types
Education - Applied Research
- Instructional Material Design
= Simulation
- Technology
= Multimedia
Education - Basic Research
- Learning Theory
= Cognitive Apprenticeship
- Problem Solving
= Representational Use
- Student Characteristics
= Skills
Other Sciences
- Chemistry
- Lower Undergraduate
- High School
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Educators
- Professional/Practitioners
- Administrators
- Researchers
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© 2014 Royal Society of Chemistry
DOI:
10.1039/C4RP00009A
NSF Numbers:
DUE-1226321
DUE-0817582
Keywords:
PhET chemistry simulation, PhET simulation, guided inquiry, interactive simulation, scaffolding
Record Creator:
Metadata instance created September 15, 2022 by Lauren Bauman
Record Updated:
December 17, 2022 by Caroline Hall
Last Update
when Cataloged:
June 18, 2014
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Record Link
AIP Format
J. Chamberlain, K. Lancaster, R. Parson, and K. Perkins, , Chem. Educ. Res. Pract 15 (4), 628 (2014), WWW Document, (https://doi.org/10.1039/c4rp00009a).
AJP/PRST-PER
J. Chamberlain, K. Lancaster, R. Parson, and K. Perkins, How guidance affects student engagement with an interactive simulation, Chem. Educ. Res. Pract 15 (4), 628 (2014), <https://doi.org/10.1039/c4rp00009a>.
APA Format
Chamberlain, J., Lancaster, K., Parson, R., & Perkins, K. (2014, June 18). How guidance affects student engagement with an interactive simulation. Chem. Educ. Res. Pract, 15(4), 628-638. Retrieved February 24, 2024, from https://doi.org/10.1039/c4rp00009a
Chicago Format
Chamberlain, J, K. Lancaster, R. Parson, and K. Perkins. "How guidance affects student engagement with an interactive simulation." Chem. Educ. Res. Pract. 15, no. 4, (June 18, 2014): 628-638, https://doi.org/10.1039/c4rp00009a (accessed 24 February 2024).
MLA Format
Chamberlain, Julia, Kelly Lancaster, Robert Parson, and Katherine Perkins. "How guidance affects student engagement with an interactive simulation." Chem. Educ. Res. Pract 15.4 (2014): 628-638. 24 Feb. 2024 <https://doi.org/10.1039/c4rp00009a>.
BibTeX Export Format
@article{ Author = "Julia Chamberlain and Kelly Lancaster and Robert Parson and Katherine Perkins", Title = {How guidance affects student engagement with an interactive simulation}, Journal = {Chem. Educ. Res. Pract}, Volume = {15}, Number = {4}, Pages = {628-638}, Month = {June}, Year = {2014} }
Refer Export Format

%A Julia Chamberlain %A Kelly Lancaster %A Robert Parson %A Katherine Perkins %T How guidance affects student engagement with an interactive simulation %J Chem. Educ. Res. Pract %V 15 %N 4 %D June 18, 2014 %P 628-638 %U https://doi.org/10.1039/c4rp00009a %O text/html

EndNote Export Format

%0 Journal Article %A Chamberlain, Julia %A Lancaster, Kelly %A Parson, Robert %A Perkins, Katherine %D June 18, 2014 %T How guidance affects student engagement with an interactive simulation %J Chem. Educ. Res. Pract %V 15 %N 4 %P 628-638 %8 June 18, 2014 %U https://doi.org/10.1039/c4rp00009a


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