Date of Award

Spring 2018

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

STEM Education & Professional Studies

Committee Director

Ginger S. Watson

Committee Member

Mary C. Enderson

Committee Member

Richard Whittecar

Abstract

Computer-based simulations effectively support the acquisition of scientific knowledge when combined with a guided learning approach. Active learning drives complex cognitive processes that enable the integration of new information with existing knowledge. The iCAP (Interactive, Constructive, Active, Passive) Framework provides a conceptual model to describe different types of active learning. Computer-based simulations fit neatly within this framework. Similarly, self-explanation is a generative learning strategy that fits within this framework. Promoting self-explanation using instructional prompts is an effective method for driving application of the strategy. This study compared three combinations of self-explanation prompt and learner activity (closed prompts – overt activity, open prompts – overt activity, open prompts - non-overt activity) when using an instructional simulation to acquire knowledge related to scientific principles. Outcome measures included pretest-posttest comparisons, cognitive load, and self-efficacy.

Results of the study indicated that closed prompts were more effective in driving application of the self-explanation learning strategy and learning outcomes when used within the context of an instructional simulation. Findings were less conclusive in terms of the type of activity (overt / non-overt). Only the closed prompts – overt activity treatment supported the attainment of greater learning outcomes when compared to the other treatments. No significant difference in learning outcomes was found for the open prompts – overt activity, and the open prompts – non-overt activity. In relation to cognitive load, no significant difference was revealed between treatments. In relation to self-efficacy, no significant difference was revealed between treatments or between measures recorded pre-instruction and post-instruction.

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In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

DOI

10.25777/mm8j-3g45

ISBN

9780355884074

ORCID

0000-0001-6725-8864

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