How guidance affects student engagement with an interactive simulation

Author:

Chamberlain Julia M.,Lancaster Kelly,Parson Robert,Perkins Katherine K.

Publisher

Royal Society of Chemistry (RSC)

Subject

Education,Chemistry (miscellaneous)

Reference32 articles.

1. Adams W. K., Reid S., LeMaster R., McKagan S. B., Perkins K. K., Dubson M. and Wieman C. E., (2008a), A study of educational simulations part I – engagement and learning, J. Interact. Learn. Res., 19, 397–419

2. Adams W. K., Reid S., LeMaster R., McKagan S. B., Perkins K. K., Dubson M. and Wieman C. E., (2008b), A study of educational simulations part II – interface design, J. Interact. Learn. Res., 19, 551–577

3. Adams W. K., Paulson A. and Wieman C. E., (2009), What levels of guidance promote engaged exploration with interactive simulations? Proceedings of the 2009 Physics Education Research Conference, AIP Press

4. Akaygun S. and Jones L. L., (2014), How does level of guidance affect understanding when students use a dynamic simulation of liquid–vapor equilibrium? in Devetak I. and Glazer S. A. (ed.), Active Learning and Understanding in the Chemistry Classroom, Springer, vol. XVII, p. 243

5. Alfieri L., Brooks P. B., Aldrich N. J. and Tenenbaum H. R., (2011), Does discovery-based instruction enhance learning? J. Educ. Psychol., 103(1), 1–18

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