1. Do students benefit equally from interactive computer simulations regardless of prior knowledge levels? Presenter: Yu-Chu Chen Advisor: Ming-Puu Chen Date: 2009/3/2 Park, S. I., Lee, G., & Kim, M. (2009). Do students benefit from interactive computer simulations regardless of prior knowledge levels? Computers & Education, 52(3), 649-655.

2. 2 Introduction Mayer and Chandler (2001): the importance of interactivity in computer simulations. Because it allows students to integrate information. The expertise reversal effect (Kalyuga, 2005): –Use different design principles for different prior knowledge levels of students. –revealed a relationship between the modality effect, the worked-example effect, and student prior knowledge levels.

3. 3 Introduction Kalyuga et al. (2000): –students with high levels, narrated explanations become redundant and reduce learning effectiveness. –Well-designed worked-examples accompanied by full instructional guidance are often more. Kalyuga et al. (2001): –inexperienced mechanical trainees benefited from computer-based worked-examples rather than from problem solving practice. –as trainees became more experienced, the comparative effectiveness became indistinguishable.

4. 4 Low Interactive computers simulations - Low interactivity

5. 5 High Interactive computers simulations - High interactivity

6. 6 Research Research purpose: –whether students’ prior knowledge levels show any relationship with the interactivity effect and the expertise reversal effect. Research hypothesis: –If students have low prior knowledge levels, the low-interactive simulation would be more effective than the high-interactive simulation.

7. 7 Methods - participants and experimental design 72 5 th grade students of 2 elementary schools. A 2x2 subject factorial design was applied. Participants were divided into two groups based on a prior knowledge level test scores: –High prior knowledge levels (HP); –Low prior knowledge levels (LP). Then assigned to two experimental programs: –a low-interactive simulation program (LI) ; –a high-interactive simulation program (HI).

8. 8 Methods - Materials, instruments and procedure Domain knowledge: the concept of speed. a)The prior knowledge level test. b)The comprehension test. c)Cognitive load. d)Learning efficiency. Instruments: two types of Interactive simulation.

9. 9 Results - Comprehension and cognition load 高先備低先備 理解 認知 負載

10. 10 Results - Learning efficiency HP ( 高先備知識 ) –HI > LI LP ( 低先備知識 ) –HL< LI

11. 11 Discussion and conclusion The relationship of the interactive computer simulations and the levels of prior knowledge. Highlight the need to consider learning efficiency, different prior knowledge levels and types of interactive simulations in the design of instructional materials. It is important to make learners’ cognitive loads lighter during their ongoing study. Suggestion: further about learning styles, different participants and subject areas.