Well Meant Is Not Well Done: When Instructional Aids in Computer-Based Simulations Fail

• In Event: Roundtable Session 34
  In Roundtable Session: Considerations in the Design of Technology-Enhanced Teaching and Learning

Abstract

The effects of additional instructional aids in a computer-based simulation on a scientific topic were examined. Using two different versions of an interactive learning environment, university students learned either with or without additional instructional support. The support consisted in an instruction for a reasonable working order as well as check-list. Prior knowledge, learning outcome, cognitive load and motivation during learning were assessed. Against expectations, the additional instructional aids failed to have a positive impact on learning and even increased the cognitive load. As to motivation, a significant interaction was found which indicated that learners with high prior knowledge were especially inhibited by the additional support. Results are discussed with regard to contemporary theories of cognitive load and multimedia learning.

Author

• Tim Niclas Hoeffler, University of Kiel