Flipping a Simulation before Instruction Can Improve Students' Learning, Interest and Perceived Competence
Saved in:
| Title: | Flipping a Simulation before Instruction Can Improve Students' Learning, Interest and Perceived Competence |
|---|---|
| Language: | English |
| Authors: | Marci S. DeCaro (ORCID |
| Source: | British Journal of Educational Psychology. 2026 96(1):172-192. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Undergraduate Education (DUE) |
| Contract Number: | 2012342 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Simulation, Science Instruction, Teaching Methods, Science Activities, Learning Activities, Instructional Effectiveness, Undergraduate Students, Chemistry, Scores, Student Interests, Self Efficacy, Learner Engagement |
| DOI: | 10.1111/bjep.70007 |
| ISSN: | 0007-0998 2044-8279 |
| Abstract: | Background: Using simulations in science instruction can help make abstract topics more concrete and boost students' understanding. Aims: The current research examined whether using a simulation as an exploratory learning activity before an accompanying lecture has additional learning and motivational benefits compared to a more common lecture-then-simulation approach. Samples: Participants (Experiment 1, N = 168; Experiment 2, N = 357) were undergraduate students in several sections of a first-year chemistry course. Methods: Students were randomly assigned to explore a simulation on atomic structure either before a lecture (explore-first condition) or after the lecture (instruct-first condition). In Experiment 1, the simulation activity time was limited (15 min) and the activity varied in whether self-explanation ('why') prompts were included. In Experiment 2, the activity time was lengthened (20 min), and only 'why' prompts were used. After the activity and lecture, students completed a survey and posttest. Results: In Experiment 1, students in the explore-first condition scored lower on posttest conceptual knowledge scores and reported lower curiosity compared to students in the instruct-first condition. Scores for basic facts and transfer knowledge, and self-reported situational interest, self-efficacy, and competence, were equal between conditions. No effects of prompt condition were found. In Experiment 2, with longer activity time, the results reversed. Students in the explore-first condition scored equally on basic facts and higher on conceptual knowledge and transfer measures, while also reporting higher curiosity, situational interest, self-efficacy, competence, and cognitive engagement. Conclusion: When properly designed, placing simulations before--rather than after--lecture can deepen learning, motivation, and competence. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/8bmfw/?view_only=e1bb6f74889941d3834b52fe3b3eb087 |
| Entry Date: | 2026 |
| Accession Number: | EJ1496173 |
| Database: | ERIC |
| Abstract: | Background: Using simulations in science instruction can help make abstract topics more concrete and boost students' understanding. Aims: The current research examined whether using a simulation as an exploratory learning activity before an accompanying lecture has additional learning and motivational benefits compared to a more common lecture-then-simulation approach. Samples: Participants (Experiment 1, N = 168; Experiment 2, N = 357) were undergraduate students in several sections of a first-year chemistry course. Methods: Students were randomly assigned to explore a simulation on atomic structure either before a lecture (explore-first condition) or after the lecture (instruct-first condition). In Experiment 1, the simulation activity time was limited (15 min) and the activity varied in whether self-explanation ('why') prompts were included. In Experiment 2, the activity time was lengthened (20 min), and only 'why' prompts were used. After the activity and lecture, students completed a survey and posttest. Results: In Experiment 1, students in the explore-first condition scored lower on posttest conceptual knowledge scores and reported lower curiosity compared to students in the instruct-first condition. Scores for basic facts and transfer knowledge, and self-reported situational interest, self-efficacy, and competence, were equal between conditions. No effects of prompt condition were found. In Experiment 2, with longer activity time, the results reversed. Students in the explore-first condition scored equally on basic facts and higher on conceptual knowledge and transfer measures, while also reporting higher curiosity, situational interest, self-efficacy, competence, and cognitive engagement. Conclusion: When properly designed, placing simulations before--rather than after--lecture can deepen learning, motivation, and competence. |
|---|---|
| ISSN: | 0007-0998 2044-8279 |
| DOI: | 10.1111/bjep.70007 |
