Visual Scaffolds and Home Language (L1) May Influence Learning Outcomes in an Online Chemistry Simulation

• In Event: Poster Session 6
  In Poster Session: The Interplay of Math, Science, and Literacy I

Abstract

In this study we investigated whether visual scaffolds, previously associated with improved learning outcomes in a multimedia simulation on chemistry, supported learning equally well for students whose self-reported home language (SRL1) was Spanish and for SRL1 English speakers. Surprisingly, despite the fact that both groups showed similar patterns of simulation use and similar scores on questions assessing comprehension, visual scaffolds boosted scores on transfer questions only for SRL1 English learners. The difference may lie in method of assessment: Transfer items, rather than being multiple-choice, required free-response answers, an “authentic” approach to assessment currently encouraged in science education. These results are significant for both research and policy. Moving towards authentic assessment may unintentionally adversely affect learning outcomes for non-native English speakers.

Authors

• Anna Gustava Brady, New York University

• Ruth N. Schwartz, Quinnipiac University

• Catherine E. Milne, New York University

• Jan L. Plass, New York University

• Bruce Douglas Homer, City University of New York

• Trace Jordan, New York University

• Susan Letourneau, New York University