Presenter: Yu-Chu Chen Advisor: Ming- Puu Chen Date: 2009/3/2

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. 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. 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 becameindistinguishable.

4. Interactive computers simulations- Low interactivity

5. Interactive computers simulations- High interactivity

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. Methods- participants and experimental design • 72 5th 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. Methods- Materials, instruments and procedure • Domain knowledge: the concept of speed. • The prior knowledge level test. • The comprehension test. • Cognitive load. • Learning efficiency. • Instruments: two types of Interactive simulation.

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

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

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.