Incorporating Computer Visualizations and Simulations into Your Teaching

1. Incorporating Computer Visualizations and Simulations into Your Teaching Marsha C. Lovett, Ph.D.

2. GAISE Recommendations for Teaching • Recommendation 5: Use technology for developing concepts and analyzing data. • Implementation Suggestion: Perform simulations to illustrate abstract concepts • Considerations for selection include: ease of use, interactive capabilities, portability http://www.amstat.org/education/gaise/

3. Naive application of this guideline is a BAD idea.

4. What do youget out of simulations? • You hone in on the most important features and connect what you see to what you already know. • You “play” with the simulation productively and draw meaning from the results. • Your attention is not overloaded by the many threads of information, so you can do it and learn at the same time. Students are at a disadvantage in all three ways!

5. Now, what about students? • They might not know what to look for and wouldn’t see it if they did. • Students tend not to “play” effectively with simulations, nor to draw meaning from the results. • Students’ attention is easily overloaded, so their learning is hampered. Bottom line: You need to set up the right conditions for simulations to help students learn.

6. Students Do Not See What You See • Remember: as an expert, you know where to look and what is important in a simulation or visualization • Students tend not to focus on the key aspects • Students tend not to see relationships that you see.

7. Example: Reese’s Pieces Simulation Rossmanchance.com

8. Students Do Not “Play” Productively… • Research studies have found that • Students working in simulation worlds generally do not explore helpful hypotheses or generate useful “experiments” • Students do not accurately collect or interpret the “data” coming out of simulations • The result? Students often spend their time unproductively: floundering, pursuing dead ends or incorrect ideas, practicing bad habits

9. Students’ Attention is Easily Overloaded • For students, processing information, especially new information, takes a lot of attention • In most learning tasks, students face three kinds of load: extraneous, essential, generative Attentional Capacity extraneous essential generative essential extraneous generative extraneous essential generative

10. How Students Learn from Multimedia Text Verbally based model Text base organizing words selecting words INTEGRATING Visualization Visually based model Image base selecting images Organizing images Adapted from Clark & Mayer (2007)

11. But simulations and visualizations can be powerful.

12. Simulations and Visualizations Offer the Opportunity for Students to: • see what is otherwise difficult to see (e.g., too big/small, too fast/slow, too dangerous or expensive) • interact with dynamic processes • make connections between different representations • reason about qualitative relationships (with or without quantitative…) • gain skills in using “tools of the trade”

13. How to Use Simulations Effectively The goal’s the thing…

14. How to Use Simulations Effectively • Identify and articulate what you want students to learn from the simulation, your learning goal • Find/Select a simulation that aligns with your learning goal • Create instructional activities to go with the simulation that will guide students’ thinking in a way that promotes your learning goal

15. www.causeweb.org 2. Finding/Selecting a Simulation

16. www.merlot.org

17. What makes simulations more likely to promote learning • Contiguity Principle: When text and graphics are coordinated, learning is better. • Modality Principle: Words as speech (rather than onscreen text) are better for learning. • Non-redundancy Principle: Narration alone is better than narration plus text. • Coherence Principle: Adding interesting material can hurt learning Clark & Mayer (2007)

18. 3. Strategies for Using Simulations • Highlight for students where to look & what it means • Give students specific tasks to work on • Give students questions/reflection exercises during/after • Gradually progress from simple to complex (e.g., start with a physical simulation and move to computer) • Overall: Giving students guidance and support so they are more likely to engage in the processes that will help them learn

19. Example: Reese’s Pieces • Identifies instructional goals • Starts with physical sample; count/compare across class • Instructor models use of computer simulation • Students get specific questions to answer with the simulation • Students reflect on key concepts (back to goal) • Instructor assesses students’ learning http://www.tc.umn.edu/~aims/ http://serc.carleton.edu/sp/cause/datasim/examples/reeses.html

20. Summing Up… • Answering these key questions can help instructors incorporate simulations and visualizations effectively • What goal will they serve? Make sure it’s worth it. • Where do I find them? causeweb, merlot, etc. • Which one(s) should I select? • How do I support students in learning from them? Consider what students will be thinking/doing with them and how you can help make that productive for their learning

22. Evidence for Contiguity Principle In 5 out of 5 studies testing this, integrated text & illustrations led to better learning. On average, the “integrated” group produced 68% more solutions.

23. Evidence for Modality Principle In 7 out of 7 studies testing this, integrated text & illustrations led to better learning. On average, the “integrated” group showed an 80% greater learning gain.

24. Students’ Attention is Limited • We have separate visual and auditory channels • Each channel is limited in the amount of processing that can take place at one time Visual Component Eyes Sensory Memory Working Memory Computer Sim’n/Vis’n Auditory Component Printed Words Narration Ears Visualization