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Flipping a Simulation before Instruction Can Improve Students' Learning, Interest and Perceived Competence

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Title: Flipping a Simulation before Instruction Can Improve Students' Learning, Interest and Perceived Competence
Language: English
Authors: Marci S. DeCaro (ORCID 0000-0001-6753-0725), Derek K. McClellan, Ryan Patrick, Aleeta M. Powe, Danielle Franco, Raymond J. Chastain, Linda Fuselier, Jeffrey L. Hieb
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
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  Data: Flipping a Simulation before Instruction Can Improve Students' Learning, Interest and Perceived Competence
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  Data: <searchLink fieldCode="AR" term="%22Marci+S%2E+DeCaro%22">Marci S. DeCaro</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6753-0725">0000-0001-6753-0725</externalLink>)<br /><searchLink fieldCode="AR" term="%22Derek+K%2E+McClellan%22">Derek K. McClellan</searchLink><br /><searchLink fieldCode="AR" term="%22Ryan+Patrick%22">Ryan Patrick</searchLink><br /><searchLink fieldCode="AR" term="%22Aleeta+M%2E+Powe%22">Aleeta M. Powe</searchLink><br /><searchLink fieldCode="AR" term="%22Danielle+Franco%22">Danielle Franco</searchLink><br /><searchLink fieldCode="AR" term="%22Raymond+J%2E+Chastain%22">Raymond J. Chastain</searchLink><br /><searchLink fieldCode="AR" term="%22Linda+Fuselier%22">Linda Fuselier</searchLink><br /><searchLink fieldCode="AR" term="%22Jeffrey+L%2E+Hieb%22">Jeffrey L. Hieb</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Psychology%22"><i>British Journal of Educational Psychology</i></searchLink>. 2026 96(1):172-192.
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  Data: 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
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  Data: 2026
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  Data: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
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  Data: <searchLink fieldCode="DE" term="%22Simulation%22">Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Activities%22">Science Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink>
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  Data: 10.1111/bjep.70007
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  Data: 0007-0998<br />2044-8279
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: As Provided
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  Data: https://osf.io/8bmfw/?view_only=e1bb6f74889941d3834b52fe3b3eb087
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  Data: 2026
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        Value: 10.1111/bjep.70007
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      – Text: English
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      – SubjectFull: Simulation
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      – SubjectFull: Science Instruction
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Student Interests
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