Promoting Science Learning Among At-Risk Students: The Impact of Exploratory Learning Utilizing Interactive Simulations

• In Event: Bridging Gaps: AI and Digital Learning for Diverse Learners

Abstract

This study explores the impact of engaging in exploratory learning through interactive simulations on developing multivariable causality (MVC) reasoning among at-risk students, those who have dropped out of traditional schools, compared to students from mainstream schools. MVC reasoning addresses students' ability to understand, analyze, and reason about complex phenomena where multiple factors interact to produce an observed outcome. It investigates the effectiveness of engaging in exploration tasks before instruction (exploration-first approach) compared to after instruction (instruction-first approach) on MVC. Students (N=197) from both high-schools were randomly assigned to one of these learning approaches to learn about Predator-Prey relationships using a simulation. Results showed that at-risk students significantly outperformed their mainstream peers from pre- to post-test, regardless of the learning approach.

Authors

• Janan Saba, Hebrew University of Jerusalem

• Malak Abu Rmaileh, Hebrew University of Jerusalem

• Tali Gal, Hebrew University of Jerusalem