Abstract
This paper describes the initial findings of a systematic meta-analysis of the literature of computer simulations related to science, technology, engineering, and mathematics (STEM) learning. Features of the simulations, quality of the research design, and the assessments/instruments used to measure learning are the primary moderating variables of interest. A meta-analysis of 55 research studies of K-12 science education, published between 1991 and 2012, found that on average simulations had a positive effect on science achievement.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 239-240 |
| Number of pages | 2 |
| Journal | Computer-Supported Collaborative Learning Conference, CSCL |
| Volume | 2 |
| State | Published - Oct 31 2013 |
| Externally published | Yes |
| Event | 10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013 - Madison, WI, United States Duration: Jun 15 2013 → Jun 19 2013 |
ASJC Scopus subject areas
- Human-Computer Interaction
- Education