Effects of Simulation on Students’ Conceptual Change in STEM Education: A Meta-Analysis

• In Event: Innovative Educational Tools and Strategies to Enhance Student Learning

Abstract

Educators have developed a variety of interventions to help students achieve conceptual change. Chief of these, simulation can support learn-centered instructions and has shown great potential. This study aims to explore the effects of simulation technology on learners’ conceptual change in STEM education and the influences of moderators. We conducted a random-effects meta-analysis to calculate an overall effect size in Hedges' g with a sample of 25 studies from 20 articles. Overall, the results of the meta-analysis indicate that simulation results in a medium and positive effect, and the effect sizes were significantly mediated by students’ region, learning domain, research setting, and collaborative strategy. The study offers implications for designing practical simulations to achieve students’ conceptual change.

Authors

• Xinyu Chang, University of Hong Kong

• Zhaoji Wang, University of Hong Kong