Abstract
Although there is a broad research base demonstrating positive science learning outcomes from simulation use, less is known about the learning processes that may mediate these outcomes. This study investigated the source of conceptual goals that students pursued while using a simulation. Using a case study approach, we found that student goals were from three main sources: instructional materials, self, and instructor. Findings suggest that self-selected conceptual goals may result in more stable knowledge.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1697-1698 |
| Number of pages | 2 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 3 |
| Issue number | 2018-June |
| State | Published - 2018 |
| Event | 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: Jun 23 2018 → Jun 27 2018 |
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education