Challenging learning goals improve performance in dynamically complex microworld simulations

Abstract

The use of microworld simulators in classrooms and in experimental research has grown rapidly in recent years. Advocates suggest microworlds enhance learning compared with traditional instructional materials alone. However, people often have difficulty understanding the dynamics of microworld simulations, and learning and performance on microworlds typically plateau far below even simple behavioral benchmarks. Research from organization psychology suggests that assigning specific goals improves task learning and performance. This paper reports the results of two laboratory studies that examine the effects of two types of goals and two levels of goal difficulty on performance outcomes in the widely used People Express Microworld. We find that challenging compared with moderate learning goals result in higher performance outcomes. In contrast, there is no difference in performance outcomes between challenging and moderate performance goals. The findings show that including challenging learning goals in microworld instructional materials in classrooms and in experimental research will increase performance. Copyright © 2017 System Dynamics Society

Alleviating misconceptions about Earth's climate: evidence of behavioral learning in stock‐and‐flow simulations

“…Another likely reason for the benefits of DCCS training could be the presence of specific goals in DCCS at different time steps (Yang et al, ). Yang et al .…”

“…Yang et al . () suggest that assigning specific goals in simulation tools helps improve task learning and performance. In DCCS, people are provided with a red goal line on the tank, which provides people with immediate goals that they need to attain.…”

“…Another likely reason for the benefits of DCCS training could be the presence of specific goals in DCCS at different time steps (Yang et al, 2016). Yang et al (2016) suggest that assigning specific goals in simulation tools helps improve task learning and performance. In DCCS, people are provided with a red goal line on the tank, which provides people with immediate goals that they need to attain.…”

“…The cognitive psychology literature provides certain reasons why simulation tools could help people improve their incorrect mental models. For example, simulation tools may allow users to set specific goals iteratively (Yang et al, 2016); these tools may permit users to experience gradual increases in a problem's complexity (Yasarcan, 2010;Ozgun and Barlas, 2013;; and they may provide analogies and alternative representations to improve learning (Holyoak and Koh, 1987;Gentner et al, 2003;Gonzalez and Wong, 2012;Koedinger and Roll, 2012;Smith and Gentner, 2012;Dutt and Gonzalez, 2013a;2013b).…”

“…That is because DCCS allows participants to set specific year‐to‐year goals as participants try to trace a CO 2 concentration trajectory by entering yearly CO 2 emissions and absorption values in DCCS. This specific goal setting (Yang et al, ) may allow people to learn the processes controlling CO 2 emissions, CO 2 absorption and CO 2 concentration.…”