What Motivates Student Learning in Technology-Enhanced Science Classrooms? Simulation Use in a High School Chemistry Class

• In Event: Research Contributions to Real Learning Contexts: Shaping Ideas, Enhancing Authenticity, Providing Feedback, and Increasing Motivation

Abstract

An instructional computer-based simulation on a chemistry concept was incorporated in a high-school science class to investigate the contributions of potential factors of student personal features, prior knowledge and cognitive strategies to students’ motivation and learning achievement in science learning. Over two hundred (n=221) students participated in the activity interacting with the simulation during the study. Both quantitative and qualitative data were collected and analyzed. The results indicated male-students showed significantly greater enjoyment using computer-based simulation, students showing higher level of interest in technology reported more enjoyment, and students’ prior-knowledge was a good indicator for their learning achievement. The findings of the study will provide implications regarding how to implement and integrate computer-based simulations into K-12 science curricula.

Authors

• Jun Fang, Purdue University

• Annette J. Tomory, Purdue University

• William R. Watson, Purdue University

• Minchi C. Kim, Purdue University