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The Combination of Video and Virtual Experiments in Online Scientific Inquiry: Effects of Learning Sequence and Representational Integration Scaffold

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Title: The Combination of Video and Virtual Experiments in Online Scientific Inquiry: Effects of Learning Sequence and Representational Integration Scaffold
Language: English
Authors: Hui Chen, Jiumin Yang (ORCID 0000-0001-6402-9361), Hongji Deng (ORCID 0009-0009-4597-8188), Yi Zhang
Source: Science Education. 2026 110(4):1110-1132.
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: 23
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 7
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Science Experiments, Video Technology, Computer Simulation, Science Instruction, Sequential Approach, Scaffolding (Teaching Technique), Grade 7, Instructional Effectiveness
DOI: 10.1002/sce.70060
ISSN: 0036-8326
1098-237X
Abstract: Video experiments and virtual experiments have proven effective in supporting online scientific inquiry. This study investigated optimal strategies for combining these two approaches, focusing on two critical multi-representational learning factors based on the design, functions, tasks (DeFTs) framework: the learning sequence and the representational integration scaffold (RIS). A two-level factorial quasi-experiment was conducted to examine the main effects and interaction effects of these two factors on scientific inquiry. The participants included 149 seventh-grade students randomly assigned to four conditions: video-virtual without a scaffold (n = 38), virtual-video without a scaffold (n = 38), video-virtual with a scaffold (n = 35), and virtual-video with a scaffold (n = 38). The results revealed a significant main effect of learning sequence: Compared with the "virtual-video" sequence, the "video-virtual" sequence led to superior accuracy of experimentation, conceptual understanding, and knowledge transfer, along with lower perceived difficulty. Furthermore, a significant interaction was found between the learning sequence and RIS: With respect to the RIS, the "video-virtual" group outperformed the "virtual-video" group across the accuracy of experimentation, conceptual understanding, and knowledge transfer; without the RIS, no sequence differences emerged. Lag sequential analysis further revealed distinct experimental behavioral patterns between the two scaffolded conditions. These findings provide actionable insights for designing and implementing effective online scientific inquiry learning with video and virtual experiments.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508424
Database: ERIC
FullText Text:
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  Data: The Combination of Video and Virtual Experiments in Online Scientific Inquiry: Effects of Learning Sequence and Representational Integration Scaffold
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  Data: <searchLink fieldCode="AR" term="%22Hui+Chen%22">Hui Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Jiumin+Yang%22">Jiumin Yang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6402-9361">0000-0001-6402-9361</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hongji+Deng%22">Hongji Deng</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-4597-8188">0009-0009-4597-8188</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yi+Zhang%22">Yi Zhang</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Science+Education%22"><i>Science Education</i></searchLink>. 2026 110(4):1110-1132.
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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: Y
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  Data: 23
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Science+Experiments%22">Science Experiments</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Sequential+Approach%22">Sequential Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
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  Data: 10.1002/sce.70060
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  Data: 0036-8326<br />1098-237X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Video experiments and virtual experiments have proven effective in supporting online scientific inquiry. This study investigated optimal strategies for combining these two approaches, focusing on two critical multi-representational learning factors based on the design, functions, tasks (DeFTs) framework: the learning sequence and the representational integration scaffold (RIS). A two-level factorial quasi-experiment was conducted to examine the main effects and interaction effects of these two factors on scientific inquiry. The participants included 149 seventh-grade students randomly assigned to four conditions: video-virtual without a scaffold (n = 38), virtual-video without a scaffold (n = 38), video-virtual with a scaffold (n = 35), and virtual-video with a scaffold (n = 38). The results revealed a significant main effect of learning sequence: Compared with the "virtual-video" sequence, the "video-virtual" sequence led to superior accuracy of experimentation, conceptual understanding, and knowledge transfer, along with lower perceived difficulty. Furthermore, a significant interaction was found between the learning sequence and RIS: With respect to the RIS, the "video-virtual" group outperformed the "virtual-video" group across the accuracy of experimentation, conceptual understanding, and knowledge transfer; without the RIS, no sequence differences emerged. Lag sequential analysis further revealed distinct experimental behavioral patterns between the two scaffolded conditions. These findings provide actionable insights for designing and implementing effective online scientific inquiry learning with video and virtual experiments.
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  Data: 2026
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      – SubjectFull: Sequential Approach
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      – TitleFull: The Combination of Video and Virtual Experiments in Online Scientific Inquiry: Effects of Learning Sequence and Representational Integration Scaffold
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