The present study examined the effect of learning in a computerized environment using simulations on the students’ achievements and motivation, as well as the effect of learning by means of simulation on misconceptions of the study materials.
The basis of this study was research models that have shown that learning through simulation can promote understanding of abstract principles and concepts, compared to traditional learning without simulations (Mayer, 2005; Mishra & Koehler, 2006; Shulman, 1986).
The present study examined the effect of learning in a computerized environment using simulations on the students’ achievements and motivation, as well as the effect of learning by means of simulation on misconceptions of the study materials.
The basis of this study was research models that have shown that learning through simulation can promote understanding of abstract principles and concepts, compared to traditional learning without simulations (Mayer, 2005; Mishra & Koehler, 2006; Shulman, 1986).
The theoretical background includes studies that addressed the combination of technology and learning, simulations and their role in teaching, motivation to learn, achievements, and misconceptions (Cunningham, 2009; De Freitas & Oliver, 2005; Halverson & Smith, 2010; Selwyn, 2010; Songer, 2007).
To examine the relationship between learning through simulation and achievements in computer studies, five FLASH-based simulations were developed, one for each study unit in the program, for instance computer components, disassembly and assembly. Activity reports were developed for each simulation.
The study was primarily a quantitative study with a number of qualitative elements. The research tools included preliminary and summarizing questionnaires. Two sample groups were examined: a trial group that studied by means of simulations (N=74), and a control group that studied in the traditional way without simulations (N=77).
The findings indicate that students in the simulation group significantly improved their achievements. It was also found that adding simulations to the learning process increased the students’ motivation to study computers. The trial group participants mentioned the importance of learning computers, and that it should be learned at school, because of its close connection to their daily lives. In the trial group, misconceptions concerning computerization were also found to decrease.