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Supporting Simulation-Based Learning; The Effects of Model Progression and Assignments on Definitional and Intuitive Knowledge.

Peer reviewed

Swaak, Janine; Van Joolingen, Wouter R.; de Jong, Ton – Learning and Instruction, 1998

Sixty-three college students worked with a computer simulation in which gradually increasing model complexity (model progression), model progression plus small assignments, or a control condition without either were used. Definition knowledge increased for all three conditions, but intuitive knowledge gain was greater for the two experimental…

Descriptors: Assignments, College Students, Computer Simulation, Definitions

Support for Learning with Computer Simulations: Giving Hints, Supporting Learning Processes, and Providing Hypotheses.

Njoo, Melanie; de Jong, Ton – 1991

This paper contains the results of a study on the importance of discovery learning using computer simulations. The purpose of the study was to identify what constitutes discovery learning and to assess the effects of instructional support measures. College students were observed working with an assignment and a computer simulation in the domain of…

Descriptors: College Students, Computer Assisted Instruction, Computer Simulation, Discovery Learning