The Library
Simulations to teach science subjects : connections among students’ engagement, self-confidence, satisfaction, and learning styles
Tools
Almasri, Firas (2022) Simulations to teach science subjects : connections among students’ engagement, self-confidence, satisfaction, and learning styles. Education and Information Technologies, 27 . pp. 7161-7181. doi:10.1007/s10639-022-10940-w ISSN 1360-2357.
|
PDF
WRAP-Simulations-to-teach-science-subjects-Almasri-2022.pdf - Published Version - Requires a PDF viewer. Available under License Creative Commons Attribution 4.0. Download (1222Kb) | Preview |
Official URL: http://dx.doi.org/10.1007/s10639-022-10940-w
Abstract
With the increasing technology integration practices in education, the adoption of computer simulations to teach conceptual understanding of science concepts is widely accepted by educators across the globe. To understand the connections between learners’ engagement and satisfaction with simulations for science learning and their learning styles, the present study analyzed 1034 university students' perceptions and experiences of using simulations for learning physics, chemistry, and biology subjects. The study took place in a large public university in a gulf country. Precisely, this study provides an empirically driven exploration of the connection between tertiary students' engagement and satisfaction with simulation-based learning and their learning styles. The findings of this study showed that the participants showed a very high level of engagement and satisfaction with the use of simulations for learning science concepts in the subjects of physics, chemistry, and biology. Their self-confidence and VAK learning styles, particularly the kinesthetic style, were significant predictors of their engagement and satisfaction with the learning process. The findings from this study have implications for the benefit of researchers and practitioners interested in the effective adoption of computer simulations as a pedagogical approach in science education.
Item Type: | Journal Article | ||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2361 Curriculum Q Science > Q Science (General) |
||||||||||||
Divisions: | Faculty of Social Sciences > Centre for Education Studies (2013- ) | ||||||||||||
Library of Congress Subject Headings (LCSH): | Science -- Study and teaching -- Activity programs, Science -- Study and teaching -- Simulation methods, Science -- Study and teaching (Higher) -- Simulation methods, Educational technology , Computer-assisted instruction | ||||||||||||
Journal or Publication Title: | Education and Information Technologies | ||||||||||||
Publisher: | Springer New York LLC | ||||||||||||
ISSN: | 1360-2357 | ||||||||||||
Official Date: | June 2022 | ||||||||||||
Dates: |
|
||||||||||||
Volume: | 27 | ||||||||||||
Number of Pages: | 21 | ||||||||||||
Page Range: | pp. 7161-7181 | ||||||||||||
DOI: | 10.1007/s10639-022-10940-w | ||||||||||||
Status: | Peer Reviewed | ||||||||||||
Publication Status: | Published | ||||||||||||
Reuse Statement (publisher, data, author rights): | Data is available upon request from the author. | ||||||||||||
Access rights to Published version: | Open Access (Creative Commons) | ||||||||||||
Date of first compliant deposit: | 3 March 2022 | ||||||||||||
Date of first compliant Open Access: | 7 March 2022 | ||||||||||||
RIOXX Funder/Project Grant: |
|
Request changes or add full text files to a record
Repository staff actions (login required)
View Item |
Downloads
Downloads per month over past year