Learning differences and eye fixation patterns in virtual and physical science laboratories

Chien, Kuei-Pin; Tsai, Cheng-Yue; Chen, Hsiu-Ling; Chang, Wen-Hua; Chen, Sufen

doi:10.1016/j.compedu.2014.11.023

Cited by 53 publications

(34 citation statements)

References 46 publications

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“…3c), working on their answers to the post-lab questions. Interestingly, in their study, Chien et al (2015) also found that students in the physical condition spent more time on their paper worksheet, even though the worksheet was identical between treatments; we find the same pattern here.…”

Section: Self-reported Enjoyment and Observations Of Student Involvementsupporting

confidence: 75%

“…On the other hand, the variety of gaze direction in the physical activity could have other benefits. Chien et al (2015) report a similar finding in a study where they recorded eye movements and gaze fixation of students using a lab activity based on a virtual simulation and a lab activity using physical materials (along with computer-aided data collection). They found that students participating in the virtual simulation activity showed longer fixation duration, which they suggested implies deeper cognitive processing.…”

Section: Self-reported Enjoyment and Observations Of Student Involvementmentioning

confidence: 72%

“…Some of these studies have surveyed students about their preference for or attitudes about the physical and virtual activities Dewhurst et al 1994;Pyatt and Sims 2007;Scoville and Buskirk 2007) or asked them to self-assess their learning gains (Wiesner and Lan 2004). A few studies investigated the behavior of students during the activities, using informal observations (Finkelstein et al 2005;Steinberg 2000) or gaze tracking technology (Chien et al 2015).…”

Section: Physical Vs Virtual Learning Activitiesmentioning

confidence: 99%

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Testing the effectiveness of two natural selection simulations in the context of a large-enrollment undergraduate laboratory class

2017

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Background: Simulations can be an active and engaging way for students to learn about natural selection, and many have been developed, including both physical and virtual simulations. In this study we assessed the student experience of, and learning from, two natural selection simulations, one physical and one virtual, in a large enrollment introductory biology lab course. We assigned students to treatments (the physical or virtual simulation activity) by section and assessed their understanding of natural selection using a multiple-choice pre-/post-test and short-answer responses on a post-lab assignment. We assessed student experience of the activities through structured observations and an affective survey.Results: Students in both treatments showed increased understanding of natural selection after completing the simulation activity, but there were no differences between treatments in learning gains on the pre-/post-test, or in the prevalence of concepts and misconceptions in written answers. On a survey of self-reported enjoyment they rated the physical activity significantly higher than the virtual activity. In classroom observations of student behavior, we found significant differences in the distribution of behaviors between treatments, including a higher frequency of offtask behavior during the physical activity. Conclusions:Our results suggest that both simulations are valuable active learning tools to aid students' understanding of natural selection, so decisions about which simulation to use in a given class, and how to best implement it, can be motivated by contextual factors.

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Section: Self-reported Enjoyment and Observations Of Student Involvementsupporting

confidence: 75%

Section: Self-reported Enjoyment and Observations Of Student Involvementmentioning

confidence: 72%

Section: Physical Vs Virtual Learning Activitiesmentioning

confidence: 99%

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Testing the effectiveness of two natural selection simulations in the context of a large-enrollment undergraduate laboratory class

2017

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“…Finally, SRDL may suppress the high dropout rate in MOOCs and mindless learning on online systems Chien et al, 2015). These pitfalls of self-directed online learning might have been partially caused by low SRL.…”

Section: Conclusion and Recommendations For Practice And Future Stumentioning

confidence: 99%

“…, for instance, outlined four inquiry phases: planning, searching, analyzing, and synthesizing as four labeled tabs on the left-hand side of an integrated workspace. For example, learners are prompted to paraphrase the research question, generate hypotheses(Veenman et al, 1994), choose appropriate equipment to collect data(Chien, Tsai, Chen, Chang, & Chen, 2015), or draw conclusions based on the collected data(Wu & Pedersen, 2011) when conducting an inquiry activity. The students go through the four task tabs from the top to the bottom.…”

mentioning

confidence: 99%

A framework for self‐regulated digital learning (SRDL)

Yen

Chen

Wang

et al. 2018

Computer Assisted Learning

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This article develops a framework for self‐regulated digital learning, which supports for self‐regulated learning (SRL) in e‐learning systems. The framework emphasizes 8 features: learning plan, records/e‐portfolio and sharing, evaluation, human feedback, machine feedback, visualization of goals/procedures/concepts, scaffolding, and agents. Each feature facilitates or supports one or more SRL skills, including planning, monitoring and evaluating learning, applying appropriate cognitive strategies, and setting standards of products or performance. The implementation in domain‐general and ‐specific systems as illustrated by web‐based inquiry and problem‐solving are discussed. Examples and learning effects are elicited from the literature to demonstrate various designs. Approaches for designing SRL systems, educational implications, and new directions for future research incorporating SRL into digital learning are presented.

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