Study of Interface Design for Engagement and Learning with Educational Simulations

Details Study of Interface Design for Engagement and Learning with Educational Simulations Study of Interface Design for Engagement and Learning with Educational Simulations

Dec 2006

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...209.7118a&link_type=abstract

2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #71.18; Bulletin of the American Astronomical Society, V

Computer Science

Learning

Scientific paper

Interactive computer simulations with complex representations and sophisticated graphics are a relatively new addition to the classroom, and research in this area is limited. Here we present results from research on the design and use of such simulations conducted as part of the Physics Education Technology (PhET) project. PhET is an ongoing project that has developed over 60 simulations for use in teaching physics, chemistry, and physical science. The development of these simulations included over 165 individual student interviews during which the students described what they were thinking as they interacted with the simulations. These interviews are a rich source of information about how students interact with computer simulations and what makes an educationally effective simulation. We present a summary of findings from these interviews of what students are learning when playing with these simulations and the guidelines for developing simulations based on these findings. We have observed that simulations can be highly engaging and educationally effective. We will present the layout, tool use, help, representations, and effective features for engaging students in educationally productive interactions.
1. See http://phet.colorado.edu 2.Supported in part by funding from National Science Foundation, The Kavli Operating Institute, The William and Flora Hewlett Foundation and the University of Colorado at Boulder.

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