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. |
|---|---|
| Authors: | DeCaro, Marci S. (AUTHOR), McClellan, Derek K. (AUTHOR), Patrick, Ryan (AUTHOR), Powe, Aleeta M. (AUTHOR), Franco, Danielle (AUTHOR), Chastain, Raymond J. (AUTHOR), Fuselier, Linda (AUTHOR), Hieb, Jeffrey L. (AUTHOR) |
| Source: | British Journal of Educational Psychology. Mar2026, Vol. 96 Issue 1, p172-192. 21p. |
| Subjects: | Lecture method in teaching, Chemistry, Research funding, Undergraduates, Educational outcomes, Statistical sampling, Multivariate analysis, Descriptive statistics, Simulation methods in education, Motivation (Psychology), Experimental design, Surveys, Analysis of variance, Learning strategies, Student attitudes |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
